
^m_ 






Committee on Education 
and Special Training 



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A REVIEW OF ITS WORK 
DURING 1918 

BY 

THE ADVISORY BOARD 


7 2 'L 

WAR DEPARTMENT 

WASHINGTON 



Committee on Education 
and Special Training 



A REVIEW OF ITS WORK 
DURING 1918 

BY 

THE, ADVISORY BOARD 



WAR DEPARTMENT 

WASHINGTON 



£3 As 



0, 



of J, 
13 1919 



WAR DEPARTMENT 

Committee on Education and Special Training 

Section of Training and Instruction Branch 

WAR PLANS DIVISION, GENERAL STAFF 

lOl Virginia Building 



LETTER OF TRANSMITTAL 

Washington, 

June 18, 1919. 

The Honorable 

The Secretary of War. 

Dear Mr. Secretary: 

As Chairman of the Civilian Advisory Board ap- 
pointed by you to cooperate with the War Department 
Committee on Education and Special Training, I beg leave 
to transmit herewith a record of the work of the Committee 
since its organization, and to suggest that the record be 
printed and a small edition distributed, in order that the 
educational institutions and other organizations which have 
cooperated so cordially with the War Department in this 
work may have a statement of the enterprise for their 
permanent records, and as a means of appraising its educa- 
tional significance. 

The report consists of three parts, namely: 1, 
General Report; 2, Report of the Vocational Training De- 
tachments ; 3, Report on the War Issues Course. 

Respectfully, 

C. R. MANN, 

Chairman, Advisory Board, 
t C. E. S. T. 



TABLE OF CONTENTS 

Letter of Transmittal 

I. HISTORY AND GENERAL OPERATIONS. 

1. Origin 9 

2. Personnel 2 2 

3. Early Plans 13 

4. Administration J4 

5. Educational Method 14 

6. Recruiting j g 

7. Numbers Trained 13 

8. Military Training 18 

9. Types of Schools 13 

10. Plant Equipment ig 

11. Costs 20 

12. Specialization 20 

13. Inspection 2 1 

14. Origin of the S. A. T. C 22 



15. The First Plan 



22 



16. Administration .' 23 

17. Second Plan 24 

18. Reorganization 26 

19. Naval and Marine Units 27 



20. Curricula 



27 



21. Course Specialists 28 

22. War Issues Course 29 



23. Teachers 



30 



24. Rating and Testing 30 

25. Initiation 31 

26. The Influenza 31 

27. Other Difficulties 32 

28. Demobilization 33 

29. Liquidation of Contracts 33 

30. Re-establishment of R. O. T. C 33 

31. Reorganization of the Committee 33 



II. MILITARY ADMINISTRATION. 

32. Organization of the Military Department 35 

33. The Division of Military Administration 36 

34. The Officer Personnel Division 37 

35. The Division of Supply and Equipment 38 

36. The Enlisted Personnel Division 39 

37. The Military Training Division 41 

38. The Secondary School Division 41 

39. The Medical Division 42 

40. District Officers 43 

III. BUSINESS ADMINISTRATION. 

41. Organization 45 

42. Contracts 46 

43. After Demobilization 46 

44. Settlement Procedure 47 

45. Final Report 48 

IV. CONCLUSIONS. • • 49 

V. APPENDICES • • • 53 




O i; 



PART I— HISTORY AND GENERAL OPERATIONS 
ORIGIN 

1. When the United States declared war on April 6, 1917, its regular 
army numbered less than 120,000 enlisted men. Nineteen months later when 
the armistice was signed, the total number recruited for the army exceeded 
4,000,000. 

In order to accomplish this rapid expansion of the army it was necessary 
first to define a policy and then to improvise administrative machinery to 
put that policy into effect. The Committee on Education and Special Train- 
ing was an essential part of the mobilization machinery. Its 1 function in the 
entire operation may best be understood by briefly recalling the important 
features of the policy that was adopted and of "the organization that was 
gradually developed to administer it. 

The policy was defined by the Selective Service Law passed by Congress 
on May 18, 1917. This act authorized the President to recruit the new army 
by draft. The responsibility for the selection in each community of the men 
who should serve was placed upon local and district boards consisting of citi- 
zens of each community appointed by the President. All men between the ages 
of 21 and 30 inclusive were required to register with their local boards and to 
give full descriptions of their special abilities, occupations and industrial and 
domestic relations. The original registration cards were preserved at the 
local boards as a basis for, their work and duplicates were forwarded to the 
office of the Provost Marshal General in Washington. 

On June 5, 1917, in response to a proclamation by the President, 9,586,508 
men were registered at the local boards. The registration cards were num- 
bered and on July 20th a public drawing was held to determine the order 
In which the men should be called. In the meantime, the local boards were 
engaged in hearings and investigations to determine which of the registrants 
were entitled to exemption. The first call for 687,000 men was issued in 
August, and the movement of the recruits to camp began on September 5, 1917 
and ceased on December 15, 1918. 

The experience with this first call indicated that the Selective Service 
Regulations needed some modification in order to increase the protection to 
essential industries of the country against needless disturbances. To this 
end, the remaining registrants were classified in five classes in the inverse 
order of their importance to the economic interests of the nation, which 
included the maintenance of necessary industries and agriculture and the 
support of dependents. This change indicates that in the interval between 
the first and the second calls the emphasis shifted from the primary task of 
securing a fighting army to include also the task of making a complete 

9 



HISTORY AND GENERAL OPERATIONS 



inventory of our man power for the purpose of assigning every individual to 
that position in the military service or in essential war-time activities where 
his special abilities would count most toward winning the war. With this 
end in view, the 9,586,000 registration cards in the Provost Marshal General's 
office were so classified that it was possible to locate and secure men of 
special ability whenever they were needed for special purposes. This classi- 
fication was completed during the Spring of 1918. 

While the administrative machinery of the Provost Marshal General's 
office was developing toward a more effective system of recruiting and 
inducting men into the service, in the manner just described, a pressing 
need developed in the army camps for a method of classifying and sorting 
men who had enlisted or were inducted by the draft machinery. In order 
to meet this need there was established in the Adjutant General's office in 
July, 1917, the Committee on Classification of Personnel. This Committee 
was charged with the function of classifying all recruits with regard to 
occupational skill in order that they might be assigned to positions in the 
service where their skill would be most useful. To accomplish this, personnel 
adjutants were assigned to each camp and these filled out for each man a 
qualification card which described his peculiar abilities and his previous ex- 
perience. These cards were kepi: at each camp to assist the commanding 
officer in sorting the men into organizations. Duplicates were sent to the 
central office of the Committee in Washington and from these lists it was pos- 
sible for the Adjutant General to issue orders assigning specialists to organiza- 
tions as needed. 

A preliminary effort was made by this Committee in September, 1917, to 
secure definite information as to the numbers and kinds of technically 
skilled men required by the organizations then in process of formation. In 
response to a request for this information by the Chief of Staff the various 
corps sent in estimates which indicated that there was at that time a demand 
for about 200,000 more technicians than were available. Because of this 
great shortage there developed a serious pressure to secure men of this type 
and a vigorous competition among the various corps for their assignment. 

In order to secure from the several arms of the service more definite 
specifications of the numbers and kinds of skilled men required for the 
various divisions and units, the Committee undertook to compile Trade 
Specifications, an Occupational Index, Personnel Specifications and Organi- 
zation Charts for each of the required organizations that combined to make 
the complete army. The Occupational Index lists 565 different forms of 
technical skill required in the army and the organization charts show that 
the percentage of skilled technicians required by the various organizations 



ORIGIN ii 

varies from forty for infantry divisions to eighty-eight for the technical 
staff corps. 

Meanwhile, frequent orders were being issued by the Adjutant General's 
office for transfers of individual technicians from infantry divisions to 
technical corps and this caused disorganization and delay in the development 
of the fighting units. For the month of October, 1917, these transfers num- 
bered nearly twenty-five thousand and the condition had become so serious 
that Major Grenville Clark who was handling these transfers in the Adjutant 
General's office recommended the assignment of an officer in the Operations 
Division of the General Staff to determine priorities and authorize such 
transfers. This recommendation was approved and Colonel Robert I. Rees 
was assigned to this work. During the latter part of 1917, Colonel Rees and 
Major Clark together controlled the transfers of technical men among the 
army organizations. 

The continued depletion of divisions of their skilled men to fill organiza- 
tions that were going abroad and the complaints of division commanders 
that arose therefrom made it evident that some steps must be taken to secure 
an additional supply of technicians in order to meet the practical require- 
ments of the situation. In other words, it gradually became apparent from 
the work of both the Provost Marshal General's office and the Committee 
on Classification of Personnel that the nation did not possess an adequate 
supply of technically skilled men to meet both the requirements of the 
military establishment arid its essential supporting industries. Under these 
conditions the question arose as to whether the policy, already inaugurated, 
of training these men in special schools established by the army for this 
purpose should be extended or whether the effort should be made to utilize 
the existing facilities of educational institutions for this training. This 
question was a practical one involving primarily the factors of speed and 
cost. It was decided by the issuance of February 10th of General Order 15, 
as follows: 

1. There is hereby created within the War Department, "The Committee 
on Education and Special Training." This committee of three members 
shall consist of Col. Hugh S. Johnson, Deputy Provost Marshal General, 
Lieut. Col. Robert I. Rees, General Staff, and Maj. Grenville Clark, Adjutant 
General's Department. 

2. Under the direction of the Chief of Staff the functions of the com- 
mittee shall be: To study the needs of the various branches of the service 
for skilled men and technicians; to determine how such needs shall be met, 
whether by selective draft, special training in educational institutions or 
otherwise; to secure the co-operation of the educational institutions of the 
country and to represent the War Department in its relation with such 
institutions; to administer such plan of special training in college and 
schools as may be adopted. 



HISTORY AND GENERAL OPERATIONS 



3. The Committee on Education and Special Training shall have asso- 
ciated with it an advisory civilian board appointed by the Secretary of War, 
composed of representatives of educational institutions. An officer shall be 
detailed by the chief of each staff corps and department to consult with the 
committee concerning the needs of his corps or department. 

4. The committee will be given such assistance, commissioned and 
civilian, as may be necessary to fully execute its duties, with office room in 
the War Department Building. 

(334.8, A. G. O.) 

By order of the Secretary of War : 

JOHN BIDDLE, 
Major General, Acting Chief of Staff. 

PERSONNEL 

2. The members appointed by the Secretary of War to serve on this Com- 
mittee were selected because of their intimate knowledge of the particular 
conditions that necessitated the appointment of the committee. Colonel Rees 
was appointed chairman and Major Clark secretary. In April, Colonel John- 
son was transferred to the Department of Purchase, Storage and Traffic and 
Lieut. Colonel John H. Wigmore, of the Provost Marshal General's Office, 
was appointed to fill this vacancy. Mr. W. H. Lough, of New York 
University, was appointed executive secretary. In May Mr. Lough resigned 
and R. B. Perry, Professor at Harvard University, was called to fill the 
vacancy. 

The members of the civilian advisory board, appointed by the Secretary 
of War, were J. R. Angell, Dean of the Faculties of the University of Chi- 
cago; S. P. Capen, Specialist in Higher Education, U. S. Bureau of Educa- 
tion; J. W. Dietz, Director of the Education Department of the Western 
Electric Company; C. R. Mann, Expert in Engineering Education for the 
Carnegie Foundation; and J. P. Munroe, vice-chairman of the Federal Board 
for Vocational Education. Each of these men was selected to represent some 
particular type of educational activity. Later, Hugh Frayne was appointed 
to represent labor interests, and R. A. Pearson, president of the Iowa State 
College at Ames, was added to represent agricultural education. Mr. Munroe 
resigned on March 20th, and Herman Schneider, Dean of Engineering at the 
University of Cincinnati, was appointed to fill the vacancy. At the first 
meeting, C. R. Mann was elected chairman, and J. W. Dietz secretary, of the 
Board. 

The Committee and Advisory Board held one regular joint meeting 
every week. In addition special meetings were held as occasion required. 
There was, from the very beginning, the closest co-operation between the 
military officers and the civilian members. All questions of policy and 
administration were discussed until a solution was found on which all could 



PERSONNEL 



agree. As a result virtually all actions of the Committee throughout its 
entire experience were taken by unanimous consent. 

This form of organization was unusual in that it combined officers from 
three different military departments and added an Advisory Board of civilian 
educators. This plan was devised by Mr. F. P. Keppel, in co-operation with 
a committee of the Society for the Promotion of Engineering Education 
which had been studying the problem of technical training from the point 
of view of the engineering schools for a number of months. The members 
of this committee were: F. L. Bishop, Dean of Engineering at the Univer- 
sity of Pittsburgh, chairman; S. P. Capen, of the U. S. Bureau of Education; 
Charles S. Howe, president of the Case School of Applied Science ; Milo S. 
Ketcham, Dean of Engineering at the University of Colorado; and C. R. 
Mann, of the Carnegie Foundation. 

On February 20th, the Secretary of War sent an open letter to the heads 
of a large number of educational institutions announcing the appointment of 
the Committee on Education and Special Training, and urging their co-opera- 
tion in its work. A copy of this letter is appended. (Appendix A). 

EARLY PLANS 

3. The first meeting of the Committee and its Advisory Board was held 
on February 13, 1918, with all members present. At that meeting the diffi- 
culties that had been experienced in securing an adequate supply of tech- 
nicians were presented, and the problem before the Committee was defined as 
that of training several hundred thousand men in the mechanic arts in the 
least possible time. It was also stated that although the Provost Marshal 
General's classification was nearing completion, and while no accurate 
figures could yet be given, indications were that not more than half the 
skilled men needed could be supplied by means of special drafts. A prelim- 
inary survey of the facilities of educational institutions for this type of work 
was presented by the Federal Board for Vocational Education, and the ques- 
tion of how these facilities might best be utilized was thoroughly discussed. 

Meetings followed one another in rapid succession and the general plan 
of operation was soon formulated. It was decided to establish vocational 
training detachments at technical schools that had the necessary facilities 
and to send to those schools for instruction drafted men who were volun- 
tarily inducted into the service on special calls issued by the Provost Marshal 
General. Any man who had grammar school education or its equivalent was 
eligible. Army officers were to be detailed to the several schools to give the 
military training and maintain military discipline and routine while the Fed- 
eral Board for Vocational Education was to co-operate in the administra- 
tion and supervision of the technical training. The Committee also decided 



HISTORY AND GENERAL OPERATIONS 



to make contracts with the schools for the housing and subsistence of the 
men in barracks at a fixed price per man per day in accordance with standard 
army regulations. 

Inspections of a few schools that seemed most likely to have the neces- 
sary facilities were made at once by a civilian representative of the Federal 
Board for Vocational Education, who inspected for the technical training 
facilities, and also by an army officer, who inspected for housing and feed- 
ing facilities. Reports of these inspections with recommendations for action 
resulted in contracts with some fifteen schools for a total of some 6,000 men 
to be trained beginning early in April. 

ADMINISTRATION 

4. Difficulties were soon encountered because of the dual control by the 
Committee and the Federal Board. These led the Federal Board after several 
weeks of trial and discussion to withdraw from the enterprise altogther. 
The Committee thereupon proceeded to create its own vocational training 
organization to carry on the work. 

On the recommendation of the Advisory Board, C. R. Dooley, Head of 
the Education Department of the Westinghouse Electric and Manufacturing 
Company of Pittsburgh, was called to be educational director of the voca- 
tional training work. Mr. Dooley reported for duty on April 1st. The 
details of his activities in building up the organization and in developing the 
work are contained in the report of the Vocational Director. 

A decentralized system of administration was adopted immediately by 
Mr. Dooley. The country was divided into ten districts and a district edu- 
cational director appointed in each. These district directors were respon- 
sible for all administrative matters in their respective territories. They 
scoured their districts for all the available facilities for this kind of work, 
gave approval on equipment, courses, number of men, etc., reporting daily 
by wire to Washington. Military officers followed, approving housing, feed- 
ing, sanitation, etc., and determining the terms of contracts. By this means 
the Washington office was relieved of all unnecessary details of administra- 
tion. 

After the units were established, the district directors remained con- 
tinually in the territory, supervising the work, carrying suggestions from 
one school to another, smoothing out difficulties where they occurred, and 
making recommendations for improvement. The success of the work was 
due in large measure to their untiring efforts. 

EDUCATIONAL METHOD 

5. The work was inaugurated with such speed that it was not possible 
for the Committee to prepare instruction manuals or courses of study for 



EDUCATIONAL METHOD 



use with the classes. Instead, free use was made of the Army Occupational 
Index to furnish the schools with as accurate a definition as was possible of 
the duties each man would be called upon to perform. Having supplied this 
definition of the result to be obtained, each school was told to use its own 
methods in securing that result as completely as was possible. Thus thrown 
on their own initiative the schools developed many different methods of 
training. 

After the work was well under way, the district directors were requested 
to report special methods that were proving particularly successful at the 
various schools. A group of course specialists was organized whose func- 
tions were to study in greater detail the requirements of every job by visit- 
ing army camps and discussing the problem with army officers. These men 
also visited some of the schools to collect data on the successful methods in 
use. In this way there were gradually collected materials for manuals which 
were published and distributed as rapidly as they were completed. 

These manuals consisted of a series of the projects, problems and questions 
that a man would be called upon to solve in regular army work. By their 
use the instructors were able to permit each individual soldier to proceed as 
rapidly as he was able. When one job was completed and the questions 
answered, the next was taken up. Hence no man was delayed by the 
incapacity of his fellow classmates. 

A committee on Army Needs was also formed at the head office in Wash- 
ington. The function of this committee was to receive weekly reports from 
the several corps as to the numbers of skilled men needed in various lines 
and to study continuously the details of the specifications of the various 
types in order to make sure that the work in the schools covered every 
required element. Further details of this work are given in the section of 
this report which treats of the military administration. 

The standard length of the course was set at eight weeks. The daily 
schedule required not less than six nor more than seven hours of vocational 
work, mostly in the shop, and three hours of military drill and exercise. The 
average number of hours of instruction was therefore about 320. 

Because speed was a prime essential, it was not possible to train teachers 
for this work. The schools were urged to employ skilled mechanics picked 
from machine shops and garages in their vicinity and to develop them as 
teachers by careful supervision and instruction on the job. Provision was 
made at the beginning that these teachers might be enlisted in the enlisted 
reserve corps in order that their labors might not be interrupted by the draft. 
Later the schools were authorized to retain as instructors those of the stu- 
dents who had shown particular qualifications during their period of instruc- 
tion. Later, when the enlistments were stopped, teachers in the enlisted 



HISTORY AND GENERAL OPERATIONS 



reserve were called to active duty and permitted to continue instruction in 
the status of privates. 

The schools were required to keep careful records of progress and to 
grade the men in each line of work into three classes, rating them respec- 
tively as experts, journeymen, and apprentices. Ten days before the close 
of each course, the school reported to Washington the number of men in 
each trade and the number in each grade. The men were assigned to army 
organizations in accordance with these reports in the manner best calculated 
to meet requisitions of the corps in the order of their priority as determined 
by the Operations Division of the General Staff. Authorization was granted 
the Committee to recommend candidates to officers' training camps when- 
ever particularly well-qualified men were discovered. A number of men 
were so recommended and were thereby placed in line for winning their 
commissions through the vocational training detachments. 

In April a brief course on the issues of the war was organized at the 
request of the Committee by Professor Frank Aydelotte of the Massachu- 
setts Institute of Technology. This course was tried out during May on a 
detachment of 250 men at Wentworth Institute in Boston. The work con- 
sisted of a series of discussions which endeavored to bring out the historical 
facts that led up to the declaration of war, the political and economic con- 
ditions that made the war necessary and differences in the social philosophies 
of the warring nations. The results of this experiment indicated that the 
course was of great value in developing morale, and arrangements were 
made in June to extend it to all of the detachments and require it of all the) 
men for at least one hour a week. 

The schools took up this course with enthusiasm and developed it with 
great success. The soldiers were encouraged to ask questions and the ma- 
terials presented were designed to enable them to secure reliable information 
by which their questions could be answered. Later 40,000 of the soldiers' 
questions were gathered together, sorted and organized into a small pam- 
phlet which contained also references to standard literature where informa- 
tion that would answer the questions could be found. This collection was 
issued as a guide for the later conduct of this course. Full details of this 
work are contained in the special report on the war issues course. 

RECRUITING 

6. As has been stated, the recruits for the training detachments were 
secured by special calls issued by the Provost Marshal General. The local 
boards were authorized to call for volunteers and to induct those that seemed 
most likely to be able to profit by the instruction. A grammar school edu- 




Arrival of Co. A. Radio School 
University of Indiana. 




Vocational Section Reporting 
Rochester A. & M. Institute 




Induction at New Hampshire College 





Induction of Vocational Section 
University of Kentucky 



RECRUITING 



cation was required and men of trade experience were given preference. 
This system was surprisingly successful. The men were delivered to the 
schools in the right numbers and on the date assigned in almost every case. 

The men secured were a heterogeneous assortment varying from 
unskilled laborers who had never used mechanics' tools to engineering col- 
lege graduates with several years of engineering experience. Their general 
intelligence was higher than the average run of the draft and the spirit with 
which all entered upon the tasks assigned and did their best to master the 
work in hand was a profound tribute to their devotions to the cause. 

Some difficulty was, however, experienced in distributing the men at any 
given school among the several types of instruction given there. It fre- 
quently happened that men who wished to become electricians, for instance, 
were sent to a school where no electrical work was given. It was also gen- 
erally the case that a few of the men were found on arrival to be physically 
unfit, and had to be sent home. Since the contracts with the schools called 
for a definite quota at each school, this made it necessary for the Com- 
mittee to devise means of filling the quotas quickly when shortages occurred. 

Two methods of filling the quotas were adopted. In the first place, 
requisitions on the Provost Marshal General were made 3 per cent larger 
than the quota assigned to the school, since experience indicated that the 
rejections for physical unfitness were on the average 3 per cent. In the 
second place, a reservoir of inducted men was established at Valparaiso 
University from which men could be sent at short notice to fill quotas. The 
number of men at Valparaiso varied from one or two hundred to fifteen 
hundred, as conditions changed. An officer from the Committee on Classifi- 
cation of Personnel was assigned at Valparaiso to classify and trade test the 
men there before shipment. 

The reservoir at Valparaiso was so useful that the Committee sought to 
establish other similar stations for sorting and outfitting the men before 
sending them to the schools. Efforts were also made to use the depot 
brigades at cantonments for this purpose. The practical difficulties such as 
increased cost of transportation, additional officers and additional time made 
' it necessary to abandon this project. Investigation showed that the increase 
in efficiency would not compensate for the additional time and expense. 

A plan was also perfected for allowing young men under twenty-one 
years of age to join the training detachments by voluntary enlistment. 
Authorization for this was secured and a call was issued in the middle west. 
This project also had to be abandoned as impractical and the Committee 
thereafter relied entirely on the Provost Marshal General for securing all of 
its men. , 



HISTORY AND GENERAL OPERATIONS 



NUMBERS TRAINED 

7. On April 6th, the first detachments consisting of 6,000 men, began 
work at fifteen schools. This number was increased every two weeks, until 
by July 1st, 50,000 men were in training at 147 schools. The schools ran at 
this capacity during the summer, delivering about 25,000 trained men each 
month to the army. Details concerning the distribution of these men among 
the various occupations are given in the vocational section of the report. 

In the expectation of continuing the work during the winter, contracts 
were let for the training of 220,000 more men at 127 schools before June 30, 
1919. When the armistice was signed on November 11th, 130,000 men had 
been trained, of whom 100,000 had been delivered to the army and 30,000 
were ready for delivery. 

Perhaps the most significant fact about this training is that 130,000 phy- 
sically fit men were accepted for service in these detachments and 130,000 
were delivered to the army, each with added technical skill which rendered 
him a more useful member of the military establishment. 

MILITARY TRAINING 

8. The success of the entire enterprise was in large measure due to the 
tact and skill with which the military work was executed. It was necessary 
to assign one commissioned officer for each seventy men, and this required 
about 750 officers for all the detachments. In spite of the difficulty of secur- 
ing officers because of the pressing demand for overseas service, the men 
assigned to this work proved to be competent, sympathetic and highly effi- 
cient. They understood how to conduct military training so as to encourage 
initiative, resourcefulness, responsibility, promptness and order, and there- 
fore their work harmonized with and strengthened the vocational training. 
Cases of conflict between the military and the academic authorities in these 
vocational training detachments were extremely rare. Co-operation of the 
most cordial sort prevailed everywhere. Discipline helped study, and study 
improved military interest and morale. 

Besides the officers assigned to instruction, each detachment had detailed 
to it at least one medical officer and one quartermaster officer, to supervise 
and care for the health and living conditions of the men. The quartermaster 
also assisted the schools in purchasing supplies and arranging the mess to 
meet the requirements of the army ration. 

TYPES OF SCHOOLS 

9. Contracts for training detachments were made wherever suitable 
facilities were found or could be quickly improvised. Since military routine 
was required, barracks had to be provided, and if the school did not possess 
dormitories, buildings were adapted to this purpose or temporary barracks 



TYPES OF SCHOOLS 



were built. Old hotels, office buildings, and even fair grounds were 
hastily remodeled to serve as barracks. Altogether 157 institutions were 
granted contracts. These may be classified as follows: 

Schools for White Men: 

State Universities 20 

State A. & M. Colleges 21 

Combined Universities and A. & M. Colleges 13 

Municipal Universities 6 

Endowed Colleges and Universities 17 

State Schools of Mines 4 

Technical and Trade Schools 30 

State Normal Schools 4 

Boards of Education of City Schools 20 

Chambers of Commerce 8 

County Fair Associations 1 

Total White Schools 144 

Schools for Colored Men : 

Colleges and Universities 5 

State A. & M. Colleges 1 

Trade Schools 5 

Normal Schools 2 

Total Colored Schools 13 

Grand total 157 

PLANT EQUIPMENT 

10. Wherever new housing facilities were prepared or constructed the 
army furnished the requisite number of cots, bed sacks and blankets. New 
mess equipment was usually furnished by the school as part of its contract 
for subsistence. Similarly tools and materials for shop work were supplied 
by the schools as part of their contract for instruction. Units that gave 
training in automobile repair found no difficulty in securing all the work that 
they could handle by opening an automobile clinic where dilapidated cars 
could be repaired for the mere cost of new parts. At some of the detach- 
ments there was a long waiting list of cases seeking diagnosis, and it was not 
infrequent to see a long line of old cars waiting for treatment outside the auto- 
mobile repair shops. 

In a number of instances spare parts and special equipment for instruction 
were contributed by manufacturers without cost. Occasionally the training 
detachment made a contract with a neighboring production plant for the 
actual manufacture by the soldiers of machine parts, sheet metal pails, saw 
horses, engine stands, and other marketable articles. In a few cases of highly 



HISTORY AND GENERAL OPERATIONS 



specialized work, such as the repair of automobile tires, the training was 
given in plants where the articles were manufactured. In such cases the 
work was under the supervision of the school authorities. 

COSTS 

11. Contracts with the several schools specified a definite price per 
man per day that was to be paid to the institution. These prices varied 
according to the local situation. They were contingent not only on 
market prices, but also upon the amount of repairs or construction 
needed and the number of civilian instructors that had to be employed. They 
were carefully estimated for the first contract, on the general policy that the 
government would pay all actual costs so that the school would neither lose 
money nor make a profit. 

During the operation of the first contract, detailed studies of the costs were 
made at each school and adjustments, to compensate for profits or loss, were 
made in subsequent contracts. The contract prices varied from $1.20 to $2.00 
per man per day. A few of the first contracts were made at $2.00, but expe- 
rience soon indicated that this was higher than necessary. The average price 
paid per man per day during the last three months of the operation was $1.46. 
This was slightly less than the cost of maintaining a man in the cantonment 
when the initial cost of the cantonment is taken into account on the assump- 
tion that that cost is amortized over a period of two years. Since a total of 
130,000 men were trained, the total cost of the enterprise was about twelve 
million dollars. Full details and analysis of the cost are presented in the 
report of the vocational section. 

SPECIALIZATION 

12. At the beginning, each school gave courses in a number of different 
lines of work. As the enterprise expanded, it was found advantageous to 
permit the schools to specialize on particular subjects, such as automobile 
repairs, electricians, telephone, telegraph, radio or motor transport service. 
This specialization made it possible for the Committee to establish courses of 
different lengths, so that a man who had shown special ability in one sub- 
ject could be sent for a further period of training to a school that special- 
ized in that particular line. On this basis a school of radio engineering was 
established "at the University of Vermont, and specially qualified men were 
sent there from other training detachments. 

As this specialization process developed, the work in the central office at 
Washington was divided and special sections were formed, each in charge of 
a special division. Thus in August a motor transport section was formed in 
charge of Mr. W. S. Field; a section of radio engineers was developed in 
charge of Mr. H. V. Bozell. Other sections on band musicians under the 



SPECIFICATION 



direction of Mr. Wallace Goodrich, cooks under the direction of Mr. Joseph 
Byfield, and colored schools under the direction of Mr. George Phenix, were 
formed during October. By this arrangement the efficiency of "the work was 
increased and rapid progress was being made toward more efficient instruc- 
tion all along the line. 

INSPECTION 

13. In September a group of five officers was detailed to make an exten- 
sive inspection of the vocational schools. This committee was composed of 
Lieut. Col. Abney Payne, of the Coast Artillery ; Lieut. Col. J. C. McLanahan, 
of the Field Artillery; Major Louis T. Grant, of the Engineers Corps; Lieut. 
R. C. McDowell, of the Air Service Signal Corps ; and Mr. Norman Collyer, 
of the Committee on Education and Special Training. The committee made 
an extended inspection of schools from Maine to California, visiting 29 com- 
mittee schools and 12 corps schools, and submitted an extended report. The 
chief conclusions of this report are these : 

"The Inspecting Committee wishes to give testimony to the highly 
patriotic and effective work which has been done at most of the institutions 
visited. There has been in general no thought, either of personal gain or of 
profit to the institution. In fact, many schools have gone into debt for 
expenditures for which they can look only to the committee for reimbursement. 
The emergency arose, and it was met, with the energy and resourcefulness 
which is characteristic of the American people. The Inspecting Committee 
was careful to inquire of the officers of the various corps schools, whether in 
their opinion the committee's program had justified itself through the assist- 
ance given in organizing and training the National army, and the expression 
was practically unanimous that the men furnished by the committee to the 
corps schools had been trained in such a manner as to make them of greater 
value, and that the program of the corps schools had been materially 
advanced thereby. Where the value of the training was in doubt, it is 
believed that such doubt was occasioned by observation of the earlier grad- 
uates of the committee's schools, turned out before the training work had 
progressed to a point of efficiency. 

"The extension of military discipline to the class room was an experi- 
ment watched with keen interest by the authorities, and for the most part 
they expressed themselves as being thoroughly convinced of its success. The 
greater efficiency of instruction when given under such conditions was 
apparent, and the morale of the men while in the class room was observed 
to be very high. There was less time lost in transfer between classes, an 
entire absence of confusion and a noticeable improvement in the alertness 
and attention of the students." 



HISTORY AND GENERAL OPERATIONS 



ORIGIN OF THE S. A. T. C. 

14. As has been shown in the preceding paragraphs, the immediate need 
which caused the creation of the Committee on Education and Special Train- 
ing was the shortage of technicians. It was to the practical meeting of this 
need that the Committee addressed its first efforts. Nevertheless, it was evi- 
dent at the very beginning of the work that a similar shortage would soon 
be felt in the higher technical professions and in candidates for officer train- 
ing camps. Therefore the Committee at once began a discussion of the pos- 
sibilities of organizing the colleges to meet this other need which would 
require much longer periods of study and preparation. 

The first step in this discussion was taken on March 6th, when the 
Advisory Board submitted a memorandum suggesting the establishment in 
all institutions of college grade of cadet reserve corps in which young men 
from 18 to 21 years of age might voluntarily enlist. It was further suggested 
that these students should receive military instruction, should maintain an 
academic standard higher than the pass mark, and should be enlisted, but on 
furlough status, and hence liable to call to active service at any time. On 
reaching the age of 21 they should enroll with their local boards and pass 
under control of the selective service regulations. This project was care- 
fully discussed for several weeks and finally submitted to the Secretary of 
War for approval. As a result the Secretary issued on May 8th, a circular 
letter to the presidents of all institutions of collegiate grade. This letter 
announced the intention of the War Department of establishing a compre- 
hensive system of military training in colleges at the beginning of the col- 
lege year in September, 1918. (Appendix B). 

As stated in this letter the new policy was intended to accomplish a two- 
fold object: first, to develop as a great military asset a large body of young 
men in the colleges; and second, to prevent unnecessary and wasteful deple- 
tion of the colleges through indiscriminate volunteering, by offering to the 
students a definite and immediate military status. The Committee was 
instructed to prepare a detailed program for putting this policy into effect. 

THE FIRST PLAN 

15. After about a month of careful study of the details the Committee 
submitted its proposed plan of organization. The plan was finally approved 
by the General Staff, a General Order authorizing it was issued on June 28th 
(Appendix C) and the latter part of this General Order was issued as a circular 
to the colleges by the Adjutant General the following day. 

By the terms of this order the Committee was transferred from the opera- 
tions division to the Training and Instruction Branch of the War Plans 
Division of the General Staff, and instructed to proceed with the administra- 



FIRST PLAN 



tion of the enterprise. Major William R. Orton was added to the Committee 
as a specialist in military training. 

The essential features of this plan were the creation of a new department 
of the army known as the Students' Army Training Corps, units of which 
were to be established at colleges under special regulations. Students who 
applied and were permitted to enlist in this corps, thereby became soldiers 
in the army of the United States, subject to active service at the call of the 
President. They were to be placed on furlough status and receive no pay or 
allowance until called to active duty. It was announced that the policy of 
the government would be not to call members of the Students' Army Train- 
ing Corps to active duty until they either completed their college courses or 
reached draft age, whichever occurred earlier, and that on reaching such age 
they be required to register with the local board and become subject to the 
selective service regulations. Military training was to be given for ten hours 
a week, six of which were to be practical military work and the other four 
were to be devoted to academic studies of military value. 

In accordance with this order steps were immediately taken to organize 
summer camps at Plattsburgh, Fort Sheridan and Presidio. All institutions 
of collegiate grade that had more than 100 male students were invited to 
send delegates from both their student-body and their faculty to these camps. 
The camps were opened on July 18th, with an enrollment of nearly 9,000 
men, and lasted for sixty days. It was intended that these men should return 
to the institutions from which they came to act as assistant instructors of 
military science and tactics in the Students' Army Training Corps units. But 
before the close of the camps the new plan described below and the greatly 
increased need of officers led to the commissioning of 2,750 of the graduates of 
these camps. 

ADMINISTRATION 

16. Immediately after the issuance of the Adjutant General's circular of 
June 29th, applications for units of the new corps began to pour in. It soon 
became evident that the administrative machinery of the Committee would 
be unable to handle this new project, and it was therefore decided to create 
a new division of the organization to handle this collegiate work. An organi- 
zation was sketched out along the lines that had proved so satisfactory in the 
vocational training, and, upon recommendation of the Advisory Board, R. C. 
Maclaurin, President of the Massachusetts Institute of Technology, was 
called to become educational director of this new collegiate section of the 
Students' Army Training Corps. 

President Maclaurin assumed his new duties on July 17th. He at once 
selected twelve district educational directors and called them to a conference 



HISTORY AND GENERAL OPERATIONS 



in Washington to draw up the regulations for the new corps. These regu- 
lations are printed in full in Appendix D. 

For the purpose of establishing co-operative relations with the educa- 
tional institutions, arrangements were made to call the representatives of the 
colleges to three conferences held at different places about the same time. 
These were held on August 25th at Presidio for the western colleges, on 
August 29th, in Fort Sheridan for the central colleges, and on September 3d, 
in Plattsburgh for the eastern colleges. Both military and civilian delegates 
from the Committee were sent to each of these conferences, but it was 
extremely difficult for them to explain what would happen because the plans 
were at this time in process of fundamental revision on account of the sudden 
change in the military situation as described in the next section. These con- 
ferences were, nevertheless, valuable in attaining cordial co-operation of the 
college authorities. 

SECOND PLAN 

17. On August 6th, after about 250 units had been authorized on the first 
plan, the War Department announced its intention of asking Congress to 
extend the draft ages to include years eighteen to forty-five. This would 
preclude recruitment by enlistment, and hence on the following day all vol- 
untary enlistments were ordered suspended. These two actions rendered 
the administration of the Students' Army Training Corps under the authori- 
zation then prevailing impossible. The proposed lowering of the draft age 
to eighteen, coupled with the announcement that the men within the 
enlarged draft ages would all be called within a year, would have completely 
emptied the colleges of all their able-bodied students. The order prohibiting 
enlistment made it impossible for the students to enlist voluntarily. The pas- 
sage of the bill to extend the draft ages was fairly certain, so the Committee 
was compelled in the meantime to decide whether to abandon the project 
altogether or to continue the plan, revised to meet the new situation. 

Under the circumstances it seemed improbable that with the likelihood 
of a call to the colors in the near future young men of eighteen and nineteen 
would have returned to college in a civilian capacity, and there was no 
opportunity for voluntary enlistment. Many of these young men would, 
therefore, have spent their time in idleness and in a state of uncertainty and 
demoralization. The furlough status was ruled by the Judge Advocate 
General to be inappropriate, inasmuch as the students would actually be 
performing military duties. To give them at once the full military status 
and to have them profitably employed, while at the same time mobilized and 
ready for instant service seemed the only reasonable solution of the problem. 

This solution also met the urgent necessities of the military situation. 



SECOND PLAN 



The German retreat had begun. Class I of the first draft was exhausted. 
A rapid mobilization of our full man power and the increase of the army by 
about 2,000,000 men had been decided upon. At least 100,000 new officers 
were required to command the enlarged army. Experience had shown that 
not over half of these could be secured from the men called through the draft. 
Some rapid means of selecting, training and preparing young men as candi- 
dates for officer training camps had to be provided. The Students' Army 
Training Corps offered a solution of this serious problem. It was, therefore, 
decided to revise the plan and thus to give the educational institutions the 
opportunity of serving their country effectively in this crisis. 

The new plan differed from the old plan first, in admitting all men by 
voluntary induction instead of by enlistment; second, in placing them on 
active duty immediately ; and third, in cutting down the period of preliminary 
training in schools to nine months maximum and three months minimum. On 
the other hand, it identified college training with national service by providing 
that all physically fit men students over eighteen years of age in colleges 
might be voluntarily inducted into the army as soldiers on active duty and 
with privates' pay. In order that they might not be made a privileged class 
enjoying partial immunity from draft, they were divided into three groups 
in accordance with their ages. The twenty-year group was to remain three 
months in college from October first, the nineteen-year group six months, 
and the eighteen-year group nine months. By this arrangement their calls 
to field service would on the average coincide with the draft calls of all other 
men of like ages. 

The period in college was a try-out in which the men were carefully rated 
to determine their qualifications as material for officers. According to his 
achievement while in college the student would be sent at the end of his 
prescribed period either to an officers' training camp or to a cantonment. A 
few specially qualified in technical lines such as medicine and engineering 
which required longer training might be retained in college for further study 
if the needs of the service warranted it. 

Since the members of the S. A. T. C. were on active duty status it was 
necessary that their living conditions conform to military routine. Hence the 
colleges were required to furnish barracks facilities, and mess accommoda- 
tions, a requirement that caused considerable difficulty particularly in city 
schools. A special paragraph was included in the man-power bill of August 
31st authorizing the Secretary of War to make contracts with educational 
institutions for the purpose of carrying out this plan. An appropriation of 
$54,000,000 was set aside to pay for housing and instruction under these con- 
tracts. Subsistence was paid out of the general subsistence fund. 

In order to open the privileges of the S. A. T. C. to all young men irre- 
spective of their academic status, the vocational training detachments then in 



HISTORY AND GENERAL OPERATIONS 



operation under control of the Committee were made the vocational section 
of the S. A. T. C. Any man with a grammar school education might then be 
voluntarily inducted into the corps. If he had not had high school training, 
he was thus given an opportunity to demonstrate his ability to undertake 
the officer training and was transferred to the collegiate section as soon as 
his fitness was demonstrated. Conversely students who had been admitted 
to the collegiate section but who were found unable to carry the work there 
might be transferred to the vocational section if their abilities indicated that 
this was desirable. Authorization was also given to transfer men from depot 
brigades at the cantonments to the S. A. T. C. when their ratings at the 
cantonments indicated that they were officer material but did not yet possess 
the educational qualifications to enter the central officers' training camps. 

The arguments that induced the War Department to adopt this plan in 
spite of the large expenditure required were : first, that it promised to furnish 
an adequate supply of officer candidates promptly; second, that it offered a 
practical means of speeding up mobilization without waiting for the construc- 
tion of additional cantonments; and third, that it provided a suitable ad 
interim status for the younger men who would presumably not be called to 
the colors until the spring of 1919. The capacity of the colleges was estimated 
at 200,000 men, or the equivalent of about five cantonments. These could be 
added to the training facilities immediately. Besides, the cost per man per 
day at the colleges had been proved by the vocational training detachments 
to be somewhat less than the cost at cantonments. The proposal therefore 
furnished a means of placing immediately 200,000 more men in training at 
a somewhat less cost than was being paid for those already under discipline. 

The plan as just outlined was finally approved in all its details on August 
28th and was ready for issuance to the colleges on the passage of the man- 
power bill on August 31. (Appendix E). This act contained the following 
paragraph as section 7 : "The Secretary of War is authorized to assign to 
educational institutions, for special and technical training, soldiers who enter 
the military service under the provisions of this act in such numbers and 
under such regulations as he may prescribe; and is authorized to contract 
with such educational institutions for the subsistence, quarters, and military 
and academic instruction of such soldiers." 

REORGANIZATION 

18. In response to the call for volunteers for this new military service, 
525 educational institutions responded. (Appendix F). From the new 
registration of September 12, the committee was allotted 200,000 men for 
distribution among these colleges. The entire enterprise, vocational and 
collegiate, involved responsibility for an expenditure to June 30, 1919, of 
nearly two hundred million dollars. To meet this situation the Committee's 




Recruits Being Inoculated 
Tuskegee Institute 




Drill on the pavement, College Ave., during the influenza epidemic 
Michigan School of Mines 




Sections A and B interior of barracks 
Tulane University 




Weekly recreation night. An athletic program is on. 
Oregon State Agricultural College 



REORGANIZATION 



administrative organization was remodeled according to the following plan. 
The activities of the Committee were divided into three departments known 
respectively as the Military, the Educational and the Business Departments. 
Lieut. Colonel Clark was made the administrative head of the Military Depart- 
ment, C. R. Mann was appointed head of the Educational Department and 
E. K. Hall, Vice-President of the Electric Bond & Share Company, was called 
from New York to be director of the Business Department. Each of these 
departments was divided into several sections as shown in the organization 
chart. (Appendix G). Provision was made for a large increase of the office 
force in the central office in Washington and in the twelve district offices. 
This organization was in effect when the armistice was signed. 

The month of September was one of most concentrated activity for the 
new organization. College plants had to be inspected and units authorized. 
Housing facilities had to be improvised and quotas assigned. Medical inspec- 
tion had to be provided and a new routine of induction established. Q'uestions 
concerning entrance requirements and curricula had to be decided. Teachers, 
equipment and officers had to be provided. While the Committee was strug- 
gling to administer all these details with maximum speed, its offices were 
crowded from morning till night with college presidents and other executives, 
seeking detailed information and asking special interpretations of the regula- 
tions to fit their peculiar local conditions. There were also numerous calls 
from individual students, parents and congressmen, to ask about the applica- 
tion of the regulations to special cases. Yet in spite of all obstacles and 
because of the cordial co-operation of the educational institutions, the impos- 
sible was accomplished and the Students' Army Training Corps was formally 
mustered into service on October first. 

NAVAL AND MARINE UNITS 

19. During September arrangements were completed for the establish- 
ment of naval and marine corps units at selected institutions. Six of the 
naval units were large and in charge of navy officers, but in the remaining 
75 the army officer was in command. A circular was sent to the colleges on 
September 24, stating the conditions under which these units were established. 
(Appendix H). The Committee was authorized to permit 12,000 of the 200,000 
men allotted to the Students' Army Training Corps to enlist in these naval 
and marine corps units. 

CURRICULA 

20. The general schedule that was adopted for all institutions called for 
eleven hours of military training and forty-two hours of academic work each 
week. This schedule was soon found to be excessive and was reduced just 
before the armistice to nine hours of military and 36 hours of academic work. 
The schedule also called for two hours of supervised study each day. 



28 HISTORY AND GENERAL OPERATIONS 

Since the students had to be divided into three groups according to age 
because of the requirements of the draft law, it was suggested that the time 
from October 1st to July 1st be divided into three periods of three months 
each. The men in the 20-year group were to be permitted to remain three 
months, and hence the academic work had to be assigned to subjects with 
which every officer must have some acquaintance, such as sanitation and 
hygiene, military law, surveying and map making. In addition each student 
was required to take a course on the issues of the war as described in the next 
section. This left no time for elective work for this group of men. A special 
bulletin describing the general plan proposed was issued on September 25. 
(Appendix I). 

For the 19-year-old group, which was expected to remain in college six 
months, it was possible to distribute the required subjects over two terms 
in such a way as to leave the opportunity for some elective. Similarly the 
18-year-old group was able to distribute its required work over •three terms 
and have a still larger margin of elective. Several variations of this funda- 
mental course were suggested for special corps such as the engineer, motor 
transport and quartermaster. 

It was not possible, therefore, to follow the precedent that had been so 
successfully used in the vocational section and define the result that must be 
secured, leaving the schools free to achieve that result by their own methods. 
Hence a number of specialists in the different required subjects were promptly 
called to Washington and asked to gather from the Army such information as 
was possible in a few days and to formulate suggestions concerning curricula, 
contents of courses and hours to be assigned to each subject. 

In addition to the bulletin which defined the general programs for all 
corps, a series of circulars specifying the desirable subject matter in particular 
courses was issued during the week following. These covered the standard 
subjects like mathematics, English, French, German, government, history, 
engineering, astronomy. They were prepared on the plan of the regulation 
college syllabi by small committees of specialists in each field and include 
lists of topics that should be covered in each course. Altogether 25 of these 
circulars were issued between September 18th and October 15th. 

It was obvious to the Committee that the problem of organizing curricula 
to meet the requirements of the war training was one requiring constructive 
experimentation at the educational institutions in cooperation with the War 
Department. These bulletins were not intended as prescriptions but as exam- 
ples of the kind of instruction that seemed most likely to meet the necessities 
of the case. 

COURSE SPECIALISTS 

21. As soon as these bulletins had been issued the Committee called a 
number of specialists in the various subjects to Washington to study the 



COURSE SPECIALIST 



requirements for the various types of officers and to formulate more suitable 
definitions of the content of the courses. These men began work by visiting 
the training camps and discussing with army officers the duties of the 
different types of officers as was done in the vocational section. This work 
was in progress when the armistice was signed. 

WAR ISSUES COURSE 

22. When the collegiate section of the Students' Army Training Corps 
was organized it was at once decided to require the institutions to devote 
three hours a week to an expanded course on the Issues of the War. On 
September 10th and 18th memoranda were issued giving general directions 
for this course and asking the colleges to report to the Committee the name 
of the professor placed in charge. (Appendix J.) 

The Committee felt that in the interest of morale the soldiers should 
have an intelligent understanding of the cause for which they were called to 
fight. They should therefore know something about the historical and eco- 
nomic causes of the war, the problems of government which have played so 
important a part in it, and the national ideals of the various countries engaged 
in the struggle. The colleges were accordingly requested to organize a course 
combining the points of view of history, government, economics, philosophy, 
and modern literature. In a normal program the first three months were 
to be given to the historical and economic causes of the war, the second three 
months to the governments of the various countries engaged, and the third 
three months to an explanation of their national characteristics and ideals. 
The course was to be combined with the usual elementary course in English 
composition whenever possible, in order to economize time and to make the 
work of the course more effective by requiring students to write essays on 
the subjects which they were studying. 

At the time of the signing of the armistice the Committee was planning 
to provide an elaborate series of materials for the direction of the course in 
the collegiate section. A brief bibliography was issued in October. The 
pamphlet, "Questions on the Issues of the War," was issued early in Novem- 
ber. A bulletin announcing that the maps of problem areas prepared by the 
American Geographical Society for the House Inquiry would be made avail- 
able for the War Issues Course, was issued November 8th. On October 15th 
the Committee entered into an agreement with the World Peace Foundation 
by which the Foundation was to finance the publication of a series of 
pamphlets, bibliographies, and syllabi on subjects connected with the War 
Issues Course, and the cooperation of various other outside agencies was 
secured. Full details are given in the report of the Director, which constitutes 
Part 4 of this report. 



HISTORY AND GENERAL OPERATIONS 



TEACHERS 

23. The problem of retaining teachers was found in the vocational section 
to be very serious. As has been stated arrangements were made to have 
essential teachers enlisted in the Enlisted Reserve in order that they might 
remain on their jobs. When the plans for the collegiate section were maturing 
in May, steps were taken to get authorization to handle college teachers in 
the same way. Since the control of the Enlisted Reserve was vested in the 
separate staff corps it was necessary to have that control transferred to the 
Committee. After a number of weeks of negotiation with the Provost Marshal 
General and the Staff Corps, authorization for this change was finally secured. 

Blanks for administering this enlistment of teachers in the Enlisted 
Reserve were prepared and were ready for distribution to the colleges early 
in August. Just as they were about to be mailed the order prohibiting all 
enlistments was issued and this method of retaining teachers had to be 
abandoned. 

Authorization was then secured to detail soldiers who had the proper 
qualification to schools to teach. In addition, the man-power bill placed a 
more liberal interpretation upon the grounds for exemption by including 
necessary occupations, and it was agreed that teachers in schools that had 
contracts with the War Department were engaged in necessary occupations. 
The Committee therefore notified the colleges that they should claim exemp- 
tion on this ground for teachers who were necessary to carry on the Students' 
Army Training Corps work. (Appendix K.) 

RATING AND TESTING 

24. The time was so short between the passage of the man-power bill 
and the initiation of the Students' Army Training Corps that it was not 
possible for the Committee to develop an adequate system of selecting the 
candidates for admission. The colleges were therefore instructed to use their 
ordinary systems of college admission and to preserve their regular standards. 
They were also instructed to make clear to the entering students that the first 
three months were a period of trial and that any students who did not make 
good would be transferred to cantonments. 

In order to prepare a system that was better adapted to army needs, a 
section on Personnel Methods was established in the Education Department, 
and Mr. A. C. Vinal of the American Telephone & Telegraph Company was 
called to be director. After careful consideration, a plan of admission was 
devised. Schools were notified that after October 1 all admissions would 
be on this new plan. Each school was asked to establish a Personnel Board, 
and qualifications of the applicant were determined by this Board on the basis 
of a written statement of his past experience and educational history, a 
personal interview by members of the Board, and his rating by the standard 
army intelligence test. 



RATING AND TESTING 



In order to administer this new plan twenty-four District Directors were 
authorized and these were called to Washington for instructions in their new 
duties. Arrangements were made with the Department of Psychology of the 
Surgeon General's Office to supply the schools with the necessary blanks for 
the intelligence tests. These blanks, together with the instructions for using 
them, were mailed on November 14th. 

The method of rating and sorting the men in college for the purpose of 
distributing them in the most satisfactory manner among the several corps 
was devised for the Committee by Professor E. L. Thorndike of Columbia 
University. This plan involved two steps ; namely, first, to select all students 
who were qualified to become officers in any branch of the service, and second, 
to distribute these qualified men among the various corps. Instructions for 
administering this plan were in preparation when the armistice was signed. 

Since the administration of this portion of the work involved an intimate 
knowledge of the numbers of officer candidates required by the several corps 
and the close cooperation with the military authorities, the section on Per- 
sonnel Methods was transferred to the Military Department where it could 
work more intimately with Major Peer's section on Army Needs. 

INITIATION 

25. On October 1st, the members of the S. A. T. C. were mustered into 
the service simultaneously at all the 525 units. The ceremony took place at 
12:00 M. in the eastern district, at 11 :00 A. M. in the central district, at 10:00 
A. M. in the mountain district and at 9:00 A. M. in the western district so 
that all occurred at the same moment of time. Special messages from the 
President of the United States, the Secretary of War, and the Chief of Staff 
were read and the orders of day from General Rees, Commander in Chief of 
the Students' Army Training Corps, were presented (Appendix L). At this 
ceremony approximately 140,000 new recruits were added simultaneously to 
the fighting forces of the nation. 

THE INFLUENZA 

26. The Students' Army Training Corps had hardly begun its existence 
when the epidemic of influenza swept over the country. Nearly every one 
of the units was seriously affected and it was impossible to carry on either 
the military or the academic work. For nearly three weeks little of value was 
accomplished at most of the schools. The epidemic was also responsible for 
the relatively small number of inductions, as many of the students who had 
gone to the schools with the intention of joining left as soon as the epidemic 
threatened. The quotas that had been assigned to the schools indicatecTthat 
the total enrolment would be not less than 185,000. As a matter of fact 
142,000 were actually inducted. 



HISTORY AND GENERAL OPERATIONS 



The epidemic also compelled the Provost Marshal General to cancel the 
calls that had been issued for the middle of October. These calls included 
about 25,000 men for the vocational units. Since the men could not be 
secured at that time a large number of the vocational schools were idle for 
the last month of their existence. 

OTHER DIFFICULTIES 

27. During September the shortage of candidates for officer training camps 
became acute. The chiefs of the several staffs corps appealed to the Commit- 
tee to relieve this shortage from the Students' Army Training Corps which 
was created to be a reservoir of officer material. For some time the Com- 
mittee resisted this pressure but finally yielded and issued calls for about 
8,000 men to be selected on a pro rata basis from the larger units. Since these 
men had not been in school more than two weeks, it was impossible to select 
them on the basis of academic records. They were picked out by the com- 
manding officers and this gave undue emphasis to the idea that the academic 
work was unimportant and the military work the only thing that counted. 

This idea of the insignificance of the academic work was fostered by a 
number of the young officers who had just graduated from the summer 
camps, particularly in the middle west. When the situation was presented 
to the Committee, vigorous steps were taken to counteract it. An order was 
sent on November 5th to all commanding officers instructing them that in 
rating men for selection for officer camps a weight of 35 should be given to 
intelligence as indicated by academic records, a weight of 25 to character, a 
weight of 20 to military ability, and a weight of 20 to physical ability. The 
commanding officers were also informed that neglect of academic studies 
would be considered evidence of low morale. (Appendix M.) 

It was inevitable that 525 officers could not be assigned to 525 institutions 
in such a way that complete compatibility of temperament between the mili- 
tary and academic authorities would always result. As a matter of fact there 
were a number of cases where serious differences of opinion arose, and these 
caused a large amount of friction in certain places. It was expected that 
these younger officers would soon be relieved and to a large extent replaced 
by officers returning from overseas. Under the conditions the fact that there 
were not more such cases is a tribute to the common sense and devotion of 
both the college presidents and the military officers. 

These and many other minor difficulties were in process of removal and 
surely would have been removed had there been time. It required several 
months to bring the vocational section, comprising 157 schools, into smooth 
running order, and it is certain that with the cordial support and co-operation 
that existed between the Committee and the schools, the collegiate section 
would in a few weeks have come into equally satisfactory running order. 





Detachment at Mess 
University of Wisconsin 




Bakery run in connection with the mess hall in which all bread and pastry is baked 

for the camp 
University of Texas 




Tuning up 
Cornell University 



" II f r 

ijiifi 





Every man his own laundress. Such pictures as this were sent home to mother to show 
what her boy had to do in the army 



DEMOBILIZATION 



DEMOBILIZATION 

28. For a week after the armistice was signed the Committee discussed 
in almost continuous session the question of what to do with the Students' 
Army Training Corps. Obviously it was desirable to maintain it as an edu- 
cational experiment and as an organization for training discharged soldiers 
for higher usefulness in civil life. The question was finally decided by the 
ruling of the Appropriations Committees of Congress to the effect that the 
appropriations were made to train men for military service in France and 
their use for any other purpose would be construed as a misuse of funds. It 
was for this reason that the Committee was compelled to issue the order for 
demobilization. The discharges were issued as rapidly as possible, and by 
December 20th the 165,000 men then members of the Students' Army Train- 
ing Corps had returned to their civilian status. 

LIQUIDATION OF CONTRACTS 

29. The demobilization left the War Department with 680 contracts with 
educational institutions. These contracts called for the training of 220,000 
soldiers in the vocational section and 200,000 in the collegiate section prior to 
June 30, 1919. The vocational contracts contained definite agreements as to 
the price per man per day based upon the experience of the past six months. 
The collegiate contracts were of a temporary nature and provided for the 
closing of a final contract as soon as sufficient data had been accumulated to 
enable the Committee to determine the price. 

The problem of liquidating these contracts was at once taken up by the 
Business Department, and after long and careful study a form of claim was 
agreed upon and authorized by the government authorities. The representa- 
tives of the Committee have been engaged since in visiting the institutions 
and adjusting the claims. Up to date of going to press (June 1, 1919) 676 of 
these claims have been finally settled to the satisfaction of both contracting 
parties. 

RE-ESTABLISHMENT OF R. O. T. C. 

30. As soon as the order for demobilization had been issued the Committee 
applied for authorization to re-establish units of the Reserve Officers' Train- 
ing Corps at schools and colleges. This authorization was issued on Novem- 
ber 23, 1918 (Appendix N), and the Committee at once began negotiations 
with the colleges to carry out the provisions of the order. The schools re- 
sponded cordially to this action and progress is being made toward the 
development of a permanent policy of military training in the schools in 
accordance with the provisions of the Defense Act. 

REORGANIZATION OF THE COMMITTEE 

31. The demobilization having been completed, the Committee began 
at once to disband its administrative force. General Rees was sent to 



34 HISTORY AND GENERAL OPERATIONS 

France to take charge of the development of educational facilities for 
officers and men in the American Expeditionary Force during demobilization 
there. Lieut. Colonel Clark and a number of the other military officers 
resigned their commissions and returned to civilian life. The civilians in the 
employ of the Committee returned to their peace-time work. 

Colonel F. J. Morrow, of the General Staff, was assigned to the duties of 
the chairman of the Committee, and Major R. B. Perry to those of the sec- 
retary. A number of the officers of the permanent army were assigned to 
work with the Committee and the permanent peace-time organization is devel- 
oping rapidly. 



PART II— MILITARY ADMINISTRATION 

ORGANIZATION OF THE MILITARY DEPARTMENT 

32. The organization of the Committee on Education and Special Train- 
ing was from the beginning part military and part civilian. Authority was 
vested in a military committee of four, but this committee ordinarily met 
together with the Advisory Board, and decisions were reached as a result of 
the combined judgment of all present. In the interval between meetings the 
rulings of the chairman were of course authoritative. Associated with the 
military committee was a civilian executive secretary whose chief duty was 
that of securing liaison between the commissioned and civilian personnel. 

For the first four months after the organization of the Committee the mem- 
bers divided their time between the handling of requisitions for assignment 
and transfer of technical specialists and the development of the vocational 
training sections. In both of these functions the Committee was under the 
direction of General Jervey, Director of Operations. During this period a 
system was built up for apportioning the drafts, making special calls, dis- 
tributing men throughout the army and deciding how they should be 
obtained. As the army grew and the calls for men increased, the need for 
better machinery became apparent. Major Kimball of the Operations 
Division was assigned to the work and in co-operation with this Committee 
and the Committee on Classification of Personnel, a more effective system 
of handling requisitions and apportioning drafts was built up and the Com- 
mittee was relieved of further duty in this matter. Finally, there was created 
in August, 1918, the Personnel Division of the General Staff, and all problems 
connected with the procurement and assignment of commissioned personnel 
were transferred to it. 

For the work of developing the National Training Detachments, the mili- 
tary organization was comparatively simple. The secretary of the Com- 
mittee, assisted by the executive secretary, had immediate supervision of the 
general administrative functions of the Committee. An executive officer 
combined the duties of administrative officer with supervision of commis- 
sioned personnel. The military functions were divided as follows: (1) 
supply, (2) contracts, (3) inductions, (4) personnel, (5) liaison with dif- 
ferent arms and staff corps, and (6) inspection. There were ten inspecting 
officers, one for each of the districts into which the country was divided. 

The procedure was, briefly, as follows. After the preliminary educational 
inspection, the local inspecting officer would investigate the institution's phy- 
sical facilities. Upon his recommendation, the contract was drawn and 
approved and an officer designated for the institution by the executive officer. 
The officer in charge of induction then prepared the necessary requisitions for 
the Provost Marshal General, who, dealing directly with the local boards, 
saw that the number of men covered by the contract was mobilized at the 



36 MILITARY ADMINISTRATION 

institution at the proper time. It was the duty of the officer in charge of sup- 
plies to see that the equipment reached the institution at the same time as the 
men. The personnel officer was in charge of transfers at the conclusion of 
the training period from the institution to the organizations to which the men 
were assigned by the Division of Operations. The liaison officer studied the 
needs of the different branches of the service with a view to securing the train- 
ing of different classes of technicians in the numbers needed, and with a view 
to assisting in their distribution. 

When in August, 1918, the scope of the Committee's work was greatly 
enlarged by the establishment of the Students' Army Training Corps, a 
general reorganization of the Washington headquarters was carried into 
effect. This reorganization involved a greatly increased personnel and a more 
highly specialized division of functions. In its broad principles the organiza- 
tion remained the same. The source and channels of authority were military, 
but the co-operation of civilian agencies was recognized in co-ordinated 
branches and parallel channels of commendation. The civilian Advisory 
Board was co-ordinated with the military committee proper. The civilian 
Educational Department and the civilian Business Department were co-ordi- 
nated with the Department of Military Administration and Training. The sec- 
retary of the committee exercised a double function. As secretary and with 
the assistance of the executive secretary, he was the chief executive of the 
Committee and exercised administrative supervision over all three depart- 
ments, serving virtually as chief of staff to the chairman. As executive officer 
he was in immediate charge of the Department of Military Administration and 
Training. Under the executive officer the department of military adminis- 
tration and training comprised six divisions. 

THE DIVISION OF MILITARY ADMINISTRATION 

33. In charge of the administrative officer was the channel by which 
instructions were communicated to officers on duty at district headquarters 
and at unit headquarters. This office exercised the functions of an adjutant's 
office and was at the same time responsible for co-ordination within the mili- 
tary department, inasmuch as all the instructions issued by other divisions 
had to be approved for issue by the administrative officer. The most impor- 
tant task of this division was the publication and compilation of the adminis- 
trative memoranda which contained the instructions for commanding officers. 
The rapidity with which the plans of the Commitee were changed, owing to 
rapid changes in the policy of the War Department and the govern- 
ment, made this task a peculiarly arduous and complicated one. At the time 
of the signing of the armistice this office was engaged in compiling adminis- 
trative memoranda with a view to correcting conflicting instructions and 
placing in the hands of each commanding officer a complete set of regulations. 







Contest in Drilling 
Michigan School of Mines 




Contest in Drilling (near view) 
Michigan School of Mines 







Calisthenics 

College of the City of New York 




Instruction in firing 
Cornell University 



MILITARY ADMINISTRATION 



This office, being charged with immediate supervision of work in the field, 
bore the burden of the acute difficulties arising from the influenza epidemic, 
requiring changes in the mobilization plans, medical and hospital facilities, 
quarantine arrangements, etc. This office was also in immediate charge of 
the inspection of housing and messing conditions, and up to November 1st, 
was in charge of preparing contracts for the units of the vocational section. 

THE OFFICER PERSONNEL DIVISION 

34. Up to July the matter of officer personnel had been included within 
the work of the executive officer. With the establishment of the collegiate 
section of the Students' Army Training Corps, the question of officer procure- 
ment immediately became one of first importance. The comparatively small 
number of officers required by the National Army Training Detachments 
(about 750 in all) had been obtained mainly from the officers commissioned 
from the second series of training camps. With the establishment of col- 
legiate units in all the colleges of the country, it became evident that approxi- 
mately four thousand officers would be needed. It was expected that in time 
these would be largely supplied by officers returning from overseas. Mean- 
while, however, it was necessary to obtain officers at once in order to have 
them on duty at the colleges for preliminary preparation before October 1st. 
This task at first seemed hopeless, but was completed, thanks to the energy 
and initiative of the commissioned personnel officer. The existing sources of 
supply for these officers were as follows : 

(a) Officers already on duty at institutions with National Army Training 

Detachments, with scattering additions from depot brigades and 
hospitals 788 

(b) Retired officers on duty with institutions, chiefly those maintaining 

units of the Reserve Officers' Training Corps 109 

(c) Instructors from the special Students' Army Training Corps 

camps, held July ISth-September 15th, many of whom had been 
held over from the Reserve Officers' Training Corps camps, held 
June, 1919 184 

(d) Officers obtained from the air service, mainly officers released from 

ground schools and examining boards 89 

(e) Quartermaster corps 104 

(f) Miscellaneous 24 

The supply obtained from the six sources above was hopelessly insuffi- 
cient. Authority was therefore obtained to commission qualified men 
from the two months' camps then being held at Plattsburg, Fort Sheridan, 
and the Presidio, and the number so commissioned was 2,618. In many cases 
these officers were too young and inexperienced suitably to perform the task 
imposed on them. Their lack of tact and personal prestige, often prejudiced 
their relations with the presidents and faculties of the institutions at which 



38 MILITARY ADMINISTRATION 

they were on duty. It was the intention of the Committee to replace these 
officers as rapidly as possible by experienced officers returning from overseas. 
550 of these newly commissioned officers were held over for one week at the 
training camps in order to receive special instructions in paper work, and 
were then assigned to different institutions as personnel adjutants. This 
also was a temporary measure and these men were promised active duty in 
the field as soon as their places could be filled by older men with executive 
and academic experience. Under the circumstances, however, the use of 
these men was unavoidable and their services proved indispensable. 

The division of officer personnel was subdivided into a section of procure- 
ment and assignment, and a section of records and orders. 

THE DIVISION OF SUPPLY AND EQUIPMENT 

35. This division under the charge of the supply officer was confronted 
with difficulties even more serious than those confronted by the officer per- 
sonnel division. The problem of the distribution of supplies to a large num- 
ber of scattered points, and the uncertainty as to the precise number of men 
to be equipped, presented novel administrative difficulties. The priorities 
question was at all times a serious question, and it was impossible to carry out 
any consecutive or consistent program inasmuch as the Students' Army 
Training Corps had to depend upon the same general source of supply as 
other branches of the army, and was compelled always to give way to the 
more pressing needs of organizations to be sent overseas. The shortage of 
wool limited the supply of woolen uniforms and overcoats. The Students' 
Army Training Corps, like other military activities, was also seriously 
crippled by the congestion of freight and express traffic, and by the fact that 
the enlarged mobilization program was put into operation so quickly that 
the Quartermaster General did not have time to provide the necessary 
increased purchasing and manufacturing facilities. There were many vexa- 
tious delays and disappointments, but it is not clear that under the circum- 
stances this service could have been improved. 

The amounts of equipment distributed before November 11, 1919, includ- 
ing small amounts already available at institutions maintaining National Army 
Training Detachments or units of the Reserve Officers' Training Corps, were 
approximately as follows : 

* Cots 164,000 

Mattresses 152,000 

Mattress covers and bedsacks 313,500 

Blankets 438,500 

Rifles 194,250 

Cotton uniforms 147,687 

Woolen uniforms 64,967 

Overcoats 115,000 

Trucks 1,400 



DIVISION OF SUPPLY AND EQUIPMENT 



The above figures do not include the considerable equipment issued for 
purposes of technical instruction. For example motor equipment sufficient 
for the training of 1,000 men was on hand at each of the five larger schools for 
motor transport training. 

The most serious shortages and delays, in view of the approaching cold 
weather, were those affecting the supply of blankets, woolen uniforms and 
overcoats. Every effort was made to meet this difficulty. Commanding offi- 
cers were instructed to permit the wearing of warm civilian clothes where 
necessary, and early in October were authorized to purchase blankets in the 
open market ; and arrangements were made with the Red Cross to supply the 
men with sweaters. 

The cancellation of the November draft made available an abundance of 
woolen uniforms and overcoats, and the problem then became wholly one of 
distribution. Authority was obtained to ship by express instead of freight. 
It had proved necessary in the summer to handle the equipment problem from 
Washington, owing to the rapidity with which the situation changed, and 
owing to a similar centralization in the ordnance and quartermaster depart- 
ments. But steps were now taken to decentralize, and to bring the zone 
supply officers into telegraphic and telephonic communication with each insti- 
tution whose needs were not yet supplied. As a result of these and similar 
efforts approximately every member of the Students' Army Training Corps 
was furnished a wool uniform before his discharge. 

THE ENLISTED PERSONNEL DIVISION 

36. This division underwent a gradual development and was at the time 
of the signing of the armistice assuming greater and greater magnitude and 
importance. The mobilization, distribution and transfer of members of the 
Students' Army Training Corps was a problem requiring most careful study 
and the closest and most co-operative relations with other branches of the 
War Department. To this division fell, in the first place, the problem of 
studying the needs of the army with a view to adjusting to these needs the 
quantities and types of men trained, and with a view to improving the methods 
so that the product should be as nearly as possible fitted to actual army con- 
ditions. The complexity and importance of this problem led to the creation 
of a committee on army needs, of which the enlisted personnel officer was 
chairman, but which included also several members of the advisory board and 
of the educational department. 

The problem of mobilization required close contact with the office of the 
Provost Marshal General. A new method of induction was authorized for the 
special purpose of the collegiate section of the Students' Army Training 
Corps. This method permitted the induction to be made at the institution 
through the officer on duty, but required the issue to the institution of the 
necessary number of competent orders in blank, and required the action of 



MILITARY ADMINISTRATION 



two local boards, the local board of origin at the student's home and the local 
board of transfer in the vicinity of the institution which he attended. The 
delays inherent in making these transfers were often so great that at time of 
the signing of the armistice many men who had been on duty with units 
from the beginning had not yet been completely inducted. To this method of 
induction was also added the method of voluntary induction by individual 
application requiring the use in each case of a special competent order from 
Washington. Added to these two forms of induction was the transfer of the 
enlisted reserve corps to active duty with the Students' Army Training Corps. 
The enlisted reserve corps had been used as a means of giving military rec- 
ognition and exemption from the draft to students of engineering and medicine 
whom it was desired for military reasons to have continue at their technical 
studies. This provision was absorbed in the more comprehensive Students' 
Army Training Corps plan and the members of the enlisted reserve corps who 
had formerly been on inactive duty and conducting themselves as civilians 
were now to become members of the Students' Army Training Corps on a par 
with the newly inducted men. This transfer was to be effected by the com- 
manding generals of the territorial departments, but was so greatly delayed 
that many of these men also had not assumed a full active duty status before 
the signing of the armistice. Meanwhile, the vocational sections were being 
recruited by the old method of requisitions on local boards. The whole 
problem of recruitment was thus extremely complicated and remained so up 
to the time of the signing of the armistice. It was hoped at an early date to 
reduce all recruitment in the collegiate sections to the method of voluntary 
individual inductions. 

Another aspect of the work of this division was the distribution of the 
product. This required close liaison with the Operations Division of the 
General Staff, and with the several arms and staff corps. It was estimated 
late in September that the officers' schools would need about 5,000 men per 
month from the collegiate section of the Students' Army Training Corps for 
the months of October, November and December, and that at least this rate 
would be maintained throughout the academic year. As the situation devel- 
oped there was every indication that this rate would be exceeded. The com- 
mittee endeavored to obtain a table of monthly requirements with official 
requisitions from the chiefs of the several services concerned. At the time of 
the signing of the armistice the following requisitions had been received for 
monthly deliveries to officers' schools: infantry, 2,750; field artillery, 2,000; 
coast artillery, 500; air service, 1,870; machine gun service, 300. The total 
number of men sent to officers' schools before July 1st, would, on the basis of 
these estimates, certainly have exceeded 50,000. Before November 11th, 
8,642 candidates had already been sent to officers' schools, and 122 to non- 
commissioned officers' schools. These were distributed in approximately the 




Battalion at drill 
Princeton University 




Inspection by Major General C. A. F. Flagler 
Springfield Technical High School 



; ? 



■ !-■■■ 

■una 
■umw • 
- r»- W 



■■■■■■■■> 
•■■■■■■■■a 

'■■■ ■■■ ■■r 

•■■■J'.'_j-i.- 
v i»»w* ~ ,--r-*-- 




A lecture at Columbia University 




Carpentry. Making a tank 
Atlanta University 



ENLISTED PERSONNEL DIVISION 



ratio of the above requisitions, among infantry, field artillery, coast artillery, 
motor transport service, air service, quartermaster corps and machine gun 
service. 

The sudden demands for men to be sent to the officers' schools led to the 
transfer of men from the collegiate section of the Students' Army Training 
Corps at an earlier date than had been anticipated, which further complicated 
the already confused situation during the period of organization. It was 
planned that as soon as the emergency demands were met the transfers to 
officers' schools should be made only at the close of each three-months' term; 
in other words, on January 1, April 1, and July 1. 

THE MILITARY TRAINING DIVISION 

37. This division prepared schedules of practical military training for the 
Students' Army Training Corps units. It had been planned to enlarge this 
division by including an expert on physical training and by the preparation of 
special manuals. The practical military training conducted at Students' 
Army Training Corps units was confined to elementary and basic work, as 
the greater part of each member's time was set aside for class-room studies. 
The schedules were arranged to lay the ground for the intensive training of 
the officers' schools, and to afford a basis for determining the candidates' 
merits and special aptitudes. 

THE SECONDARY SCHOOL DIVISION 

38. This division was never completely organized, but much attention was 
given to the problem of secondary schools, and a comprehensive plan for a 
Junior Reserve was provisionally drafted. There were many boys of 
18 years of age in secondary schools, and still more who would 
have reached that age in the near future. It was thought desirable that these 
boys should be prepared as rapidly as possible for admission to the collegiate 
section of the Students' Army Training Corps, and that meanwhile they 
should be brought within the scope of the great national movement through 
forms of training and service suited to their age and consistent with the un- 
interrupted continuation of their schooling. The secondary school division 
did a very valuable service in conducting an extensive correspondence with 
secondary school teachers, parents and students, and in seeking to allay the 
unrest which they felt. It was insisted at all times that a student in secondary 
schools under the age of 18, could best serve his country by strictly attending 
to his school work and thus preparing himself in body and mind for service 
when called to the colors. 

Military training in secondary schools was encouraged and organized 
under the provisions of existing legislation by issuing about 5,000 Springfield 
rifles, caliber .30, to secondary schools under the act of April 27, 1914; by 
aiding schools in securing instructors for military training ; and by developing 



42 MILITARY ADMINISTRATION 

and putting into operation, in co-operation with the labor department, a plan 
for bringing in disabled foreign officers as instructors. The units of the 
Reserve Officers' Training Corps already organized in secondary schools were 
administered, equipped and encouraged by this division, which also handled 
the question of exemption of essential secondary school teachers. 

THE MEDICAL DIVISION 

39. The medical problem which confronted the committee was a two-fold 
problem, embracing medical education and the medical care of the members 
of the Students' Army Training Corps. In May, 1918, an officer was detailed 
to the committee to represent the office of the Surgeon General. Further per- 
sonnel was added to provide for dental and veterinary surgery and for 
pharmacy. Under the supervision of these officers, who formed a special sec- 
tion of the collegiate division of the educational department, Students' Army 
Training Corps units in medicine, veterinary medicine, dentistry and phar- 
macy were established at suitably qualified institutions, and special studies 
were made with a view to introducing intensive courses of instruction with 
military applications. 

The larger problem of medical care was at first handled by the same per- 
sonnel. The problem of medical officers for duty with Students' Army Train- 
ing Corps units was a most serious one. 178 officers were available as 
already on duty with National Army Training Detachments. To meet the 
greatly increased demand of the Students' Army Training Corps both for 
medical care and for physical examination, a much greater number was 
needed. As medical officers were not available it was necessary to secure 
contract surgeons, who were civilian physicians residing in the neighbor- 
hood of the institutions and receiving a temporary appointment from the 
War Department. 755 such surgeons were appointed and the medical per- 
sonnel at Students' Army Training Corps units eventually reached the fol- 
lowing figures: 

Contract surgeons 755 

Medical officers 196 

Dental officers 155 

1106 

The influenza epidemic occurred before proper plans for hospital facilities 
were completed, and special arrangements for hospital care, nurses and attend- 
ants had to be made locally to tide over the emergency. The mortality was 
much smaller than might reasonably have been expected and compared favor- 
ably with the results in army camps and even in the community in general. 
The medical care of the Students' Army Training Corps was eventually (after 
Oct. 15, 1918), handled directly from the Surgeon General's office under the 
charge of an officer detailed for the purpose in the division on sanitation. 



MEDICAL DIVISION 



DISTRICT OFFICERS 

40. In order to provide a suitable amount of decentralization twelve terri- 
torial districts were established with representatives of the major departments 
and divisions of the Washington organization. District headquarters, with 
suitable office space and clerical help were established at Boston, Mass., New 
York, N. Y., Philadelphia, Pa., Raleigh, N. C, Nashville, Tenn., Columbus, 
Ohio, Chicago, 111., Minneapolis, Minn., Kansas City, Mo., Austin, Texas, San 
Francisco, California, and Helena, Montana. The officers and civilians on 
duty at district headquarters served as a channel of communication between 
the Washington Committee and the many units in the field, and the inspectors 
visited these units with a view to offering suggestions, standardizing the 
work, and overcoming minor difficulties. 

In order to obtain better co-ordination among all the representatives in 
the field, and between these representatives and the headquarters organiza- 
tion, a series of sectional conferences were held; for districts 1, 2, 3, and 4, 
in New York, October 14-15; for districts 5, 6, 7, and 8, in Chicago, October 
17-18; and for districts 9, 10, 11, and 12, in Kansas City, October 21-22. Each 
conference was attended by all the district representatives of the four districts 
comprising the section, and by representatives of the different departments 
and divisions of the committee in Washington. 




Concrete construction 
Purdue University 




Carpenter Class 
Howard University 




Tents used during the influenza epidemic 
University of California 




First detachment ready to leave 
University of Kentucky 



PART III— BUSINESS ADMINISTRATION 

ORGANIZATION 

41. With the rapid expansion of the S. A. T. C, consequent upon the 
passage of the Man Power Act, a third problem was added to those of an 
educational and military nature already existing. The establishing of con- 
tractual relations with nearly 700 institutions involving a probable expendi- 
ture of over one hundred million dollars with the conduct and audit of the 
financial operations arising from this large disbursement called for the 
organizing of a business department commensurate with the importance of 
the work it would be called upon to perform. Mr. E. K. Hall, vice-president, 
Electric Bond & Share Company of New York City, was asked to organize 
and conduct a department which should handle all financial matters arising 
out of contract relations with the educational institutions and entered upon 
the duties of business director on September 10. 

Primarily the work of the department divided itself into that transacted 
(1) in Washington, and (2) through the district or field headquarters, twelve 
in number, each the same as to location and extent of jurisdiction as the mili- 
tary and educational districts. 

For routine purposes the work at Washington headquarters was arranged 
to fall into four divisions, each reporting to the business director. 

1. Field Service — with Mr. Henry H. Hilton, the assistant business 
director, at its head. The Field Service of this division was handled by dis- 
trict business managers. 

2. Contract Accounts — handling all the vouchers arising out of the rela- 
tions with the colleges, Mr. W. R. Gray, Dean of Tuck School of Administra- 
tion and Finance at Dartmouth College, being its chief. The Field Service of 
this division was handled through district accountants. 

3. Administration Accounts — having as its Chief Mr. F. W. Hunnewell, 
Comptroller of Harvard University. 

4. Office Service — with Mr. Ernest Hartford, Assistant Secretary of the 
American Society of Mechanical Engineers, as manager. 

To each district was assigned a business manager and one or more district 
accountants. Enthusiastic desire for patriotic service made possible the 
speedy selection for these important positions of especially well equipped men 
with large business experience who cheerfully left important personal engage- 
ments in order to take up this difficult and exacting work. 

CONTRACTS 

42. Vocational contracts had for some months been in force and had taken 
on a definite form both as to duties and obligations of the contracting institu- 
tions on the one hand and the remuneration to be paid by the government on 

45 



46 BUSINESS ADMINISTRATION 

the other. The intended establishment, however, upon October 1 — then only 
two weeks distant— of approximately 550 collegiate units introduced new con- 
ditions and necessitated a new form of contract for which there should later 
be substituted a permanent contract covering the period October 1, 1918, to 
July 1, 1919. 

To establish a temporary basis upon which the important obligations to 
the colleges could be met, 25 cents per day for housing and 75 cents per day 
for subsisting each student soldier was adopted. The price for instruction 
was based upon the tuition rate of each contracting institution, reduced to a 
per diem basis. Except as to tuition, these rates were tentative and intended 
later to be corrected when experience through actual operation should be 
available. 

The crying need, however, was for instant and vigorous action. A proud 
page of war-time history will be that which tells of the patriotic zeal and 
enthusiasm with which the colleges of the nation, through their responsible 
heads, met this call for quick action and sincere service. Within seemingly 
impossible time limits and in spite of most discouraging conditions, necessary 
buildings were built, or existing accommodations remodeled and adapted to 
soldier requirements. Hotels, offices, libraries and even chapels became for 
the time being barracks or hospitals. The security for this investment was 
the nation's good faith, pledged by its officials and in the terms of the tempo- 
rary contract. 

AFTER DEMOBILIZATION 

43. With the demobilization on December 20, of all S. A. T. C. units, 
made possible by the unexpectedly early ending of active warfare, the work 
of the business department changed. There were then in existence 157 con- 
tracts for vocational training and 530 collegiate contracts. 

The demobilization of the Students' Army Training Corps necessitated the 
immediate suspension of all these contracts, practically all of which by their 
terms were fo be in effect until July 1, 1919. The educational institutions of 
the country were confronted with a most serious and distressing situation. 
Their routine day to day revenue from the government was unexpectedly and 
abruptly terminated. They had been unable by reason of the new conditions 
at the beginning of the college year to collect their tuition and other charges 
in advance as in normal years. It was certain that many of their soldier 
students would not continue as civilians, and in few, if any, of the institutions, 
was there any certainty as to the size of their enrollment after January 1st. 
Added to these complications was the fact that the institutions had on the 
strength of their government contracts borrowed millions of dollars for the 
purpose of carrying through the Students' Army Training Corps training 
until the 1st of July. This money had been expended for barracks, mess halls, 



AFTER DEMOBILIZATION 



alterations to buildings, preparations for drill grounds, special equipment, etc. 
As the president of one of the oldest and largest of the universities expressed 
it, "The institutions of higher learning throughout the United States are liter- 
ally threatened with bankruptcy and receiverships." 

The business department was called upon to assume the responsibility of 
devising and putting into execution some plan of adjustment by means of 
which the threatened disaster might be averted and the government's obliga- 
tions under these suspended contracts could be speedily and justly liquidated. 
A general plan of settlement procedure was prepared and received the 
approval of the proper governmental authorities. 

SETTLEMENT PROCEDURE 

44. As aids to the colleges in presenting their claims and to insure uni- 
formity of treatment in their adjustment, bulletins were issued from time to 
time exhaustively stating the basic lines along which claims should be pre- 
sented and indicating the nature of claims which could be allowed. Men 
representing the department in the field visited and assisted college officials 
in working out their accounting problems and apportionments. The district 
business managers met at Washington in January for a week's conference, 
training and instruction. A like gathering of the district accountants was 
held at the same time. College officials were invited to meetings in the 
larger cities and such meetings were addressd by the business director or 
assistant business director and chief of the accounts division, questions being 
asked and answered. Similar gatherings from districts or single states met 
at the invitation of the district business managers. 

An institution having filed its claim, the statement was reviewed by the 
contract accounts division in Washington and an expert accountant repre- 
senting the department examined at the claimant's home office its books, 
verifying the accounts as rendered. The district business manager then 
visited the institution and arranged an adjustment of its claim. 

FINAL REPORT 

45. A complete record of the business department's work cannot be pre- 
pared until settlement with the colleges is completed. As preliminary to a 
final according, however, it may be stated that as this report goes to press 
(June 1) more than 600 of the 687 outstanding contracts have been finally 
adjusted and paid. 





Final review before demobilization 
Oregon State Agricultural College 



PART IV— CONCLUSIONS 

The Committee on Education and Special Training was created as part of 
the mobilization machinery ihat was established to convert the nation from 
a peace-time to a war-time basis. In judging of its activities for the purpose 
of drawing conclusions concerning future national policies, it is therefore 
necessary to consider its work in connection with the entire enterprise. Every 
war activity may be analyzed microscopically and shown to have been horribly 
inadequate in many of its details. No one appreciates the many detailed fail- 
ures more fully than those who were actually engaged in the various par- 
ticular jobs. Yet the paradox remains that the sum total of all these individ- 
ually imperfect activities was a magnificent success. 

The Committee's experience with mobilization may be considered to 
advantage from two different standpoints, namely, as it affects the military 
establishment, and as it affects educational practice. 

From the point of view of the military establishment, it is clear that 
mobilization is essentially a process of finding and placing men. The army 
organization charts indicate the numbers of different kinds of technically 
skilled men required for the various organizations, and the occupational index 
defines the qualifications of each kind. The problem is to discover the right 
number of men that have a particular set of qualifications and to assign those 
men to their proper jobs. The machinery required to do this consists of two 
main parts ; one, responsible for the classification and allocation of men who 
already have the proper qualifications for particular jobs; and the other re- 
sponsible for supplying shortage thru training in those lines of work in which 
there are not enough skilled specialists to fill the organizations. 

In order to avoid unnecessary delays in future mobilization there should be 
established in the War Department a permanent personnel division, charged 
with the duty of keeping itself constantly informed concerning the distribu- 
tion, location and qualifications of the man-power in all lines of work essential 
to the military establishment. 

In addition there should be established a permanent training division, 
charged with the duties of supervising all training in the army and of main- 
taining relations with civilian education everywhere, to the end that the 
distribution of students over the various types of training may be such as to 
assure as far as possible an adequate and continuous supply of men of every 
type required by the military establishment. 

The same provision should be made for keeping informed concerning the 
development of the material means of production, power, raw materials, equip- 
ment and transportation. In all these fundamental branches a perpetual 
census should be maintained by the War Department in co-operation with 
other governmental agencies. Such a continuous appraisal of the national 

49 



CONCLUSIONS 



resources would materially shorten the time of mobilization should it ever ' 
again become necessary. 

From the point of view of educational practice the striking fact of the war 
experience is the dominance of morale as the controlling factor in every 
dynamic enterprise. The army training activities along with all other emer- 
gency work felt an inspiration; and it was impressive to observe the funda- 
mental change of attitude that came over the students when they were trans- 
ferred from schools to army training camps. Many young men who found 
difficulty in keeping up with school work and who persistently loafed on the 
job at college, tackled the army training with enthusiasm and learned with a 
speed and a thoroughness that was startling to their former instructors. The 
war clearly produced a situation which profoundly stirred the emotions and 
the imagination and revealed enormous stores of latent energy ready for 
release in national service. 

It is a universally expressed desire that the remarkable spirit and snap of 
the war training be maintained and made permanent in all education. 
Obviously this cannot be accomplished merely by reorganizing the school 
system so as to remedy its obvious shortcomings in regard to such things as 
physical development, illiteracy, vocational training and Americanization. It 
is a relatively simple matter to remove these defects by greater emphasis in 
routine school administration on these particular subjects. The difficult and 
the nationally vital problem is that of cultivating through education a 
national civic team-play and morale comparable with those of an army in 
battle. To serve the nation effectively, education must not only train in 
skill and technique, but it must also develop in young men and women an 
enlightened morale and must discipline them in willing team-play for the 
common good. 

Because the war did completely organize the nation for a united drive and 
thus did expose a magnificent national morale, many are inclined to believe 
that war is necessary to call forth such consecration and self-forgetful service. 
Analysis of the war training, however, reveals a point of view and a method 
of procedure that is definitely designed to develop team-play and to enhance 
morale whether there be war or not. If these methods are applied to educa- 
tion in times of peace, they certainly will produce some effect even though 
the result is not as profoundly striking as it was during the war. Among the 
many significant features of war training, the following are mentioned as 
worthy of particular consideration for transfer to school practice: 

As a primary policy, a nation at war is obliged to recognize that every 
individual is an asset capable of useful service in some particular line of work 
of direct benefit to the country. In order to make the most efficient use of 
all its resources, it is necessary to make strenuous exertions to discover 



CONCLUSIONS 



what each individual is best qualified to do and to train each to use his abilities 
in the most effective manner. Applied to education this fundamental attitude 
produces two results that are of importance in the development of morale. 
The teacher's point of view shifts from a critical one, with attention focused 
on discovering whether the individual measures up to the academic standards 
fixed by school authorities, to one of friendly, not to say eager interest to 
discover what each individual really can do well. The student's spirit also 
changes from one of discouragement and doubt of his ability ever to make 
good, to one of interest and desire for achievement. Both of these results are 
of large importance in releasing energy for both the teacher and the student. 
They also have an immediate bearing on the enhancement of morale. 

Hence, a first practical suggestion for training the national man-power 
for team-play is that the schools study and adapt to their own use the methods 
of classification, rating and testing individual abilities that were developed by 
the army. These methods, as worked out by the Committee on Classification 
of Personnel and the Psychological Department of the Surgeon General's 
office, enabled the army to utilize effectively more than 98 per cent of the phy- 
sically fit men who entered the service. Similar methods adapted to school 
work would supply a sort of national vocational guidance that would enable 
young people to select their occupations more in accordance with their abilit- 
ies. . They would also enable the nation to discover its geniuses and to pro- 
vide for their adequate further training. 

A reasonably efficient system of classification, rating and testing in school 
would also prove a powerful incentive to more thorough work. It is well 
recognized that competition which is settled on the basis of objective results 
is one of the most powerful means of inspiring men to maximum effort, of 
releasing creative energy and of enhancing morale. 

A second important feature of the war training that can be transferred 
readily to school practice is the direct drive made for the development of 
moral characteristics and virtues. Intelligent military training through its 
evolutions, its courtesies, its ceremonies, its emphasis on service and its dis- 
cipline makes an emotional appeal to the student which accounts in a measure 
for the zest of the army work. The insistence upon promptness and precision, 
upon co-ordination and team-play, upon responsibility and consideration for 
one another all tend directly to developing soldierly character and morale. 

The schools on the other hand place their great emphasis on mental dis- 
cipline and regard moral qualities as by-products of intellectual activity. 
Both forms are essential for complete development and, therefore, it seems 
probable that a combination of the best elements of military and academic 
training is far more effective than either alone. 

The country has a proper fear of what it calls militarism, and no one, least 



CONCLUSIONS 



of all the army itself, desires to develop anything that looks militaristic. On 
the other hand, all must agree that our brief military experience has revealed 
a physical, mental and moral stamina in the nation which has surprised every- 
one, particularly the Germans. This outbreak of willingness to work together 
for the common good proves that the sturdy virtues are a genuine part of 
our national character, although they were but latent before the crisis came. 
It would be magnificent for the future industrial development of the nation in 
the coming years of peace if this co-operative spirit could be as definitely 
fostered and as freely expressed in civil life as it is in military operations. 

Hence the second practical suggestion for development of team-play and a 
national civic morale is that the best elements of military training be com- 
bined with ordinary schooling. The most effective way of doing this at 
present is through summer camps and through the methods provided by the 
Reserve Officers' Training Corps. 

If the responsibility for team-play and civic morale among the entire peo- 
ple is left wholly to the present school system, the development will be a long 
and tedious process. The process may be stimulated by national campaigns 
similar to those of the Food Administration and the United War Workers. 
It was the Selective Service Law, however, that completely released the 
spirit of national service which resulted in universal co-operation. This expe- 
rience suggests that possibly the quickest way of stimulating the growth of 
the team-play spirit and of directing it toward peace-time would be through 
a universal service law that would require all young men and women to train 
themselves to some form of useful skill beneficial to the nation in case of an 
emergency. If such a requirement were made, and if it were applied in the 
same thorough-going, democratic manner as was the Selective Service Law, 
it is reasonable to expect that its effect as a moral stimulus upon the nation 
would be no less profound than it was during the war. 



APPENDICES 



Appendix A 

TO THE PRESIDENTS OF EDUCATIONAL INSTITUTIONS 

February 20, 1918. 
Dear Sirs: 

The exigencies of the War have emphasized very strongly the value of 
the educational institutions of the nation in connection with our military 
effort. The schools and colleges of the country have with admirable spirit 
placed their resources at the disposal of the War Department and other 
branches of the Government. Much splendid work has already been done in 
training men for the Army, for example — in the Reserve Officers' Training 
Corps, the Aviation Ground Schools, the Ordnance Stores courses and in the 
training of various kinds of specialists. 

The desirability of having a single agency in the War Department to deal 
with the many problems of education and training which continually arise 
has been made evident. For the purpose of organizing and co-ordinating all 
of the educational resources of the country with relation to the needs of the 
Army, I have, therefore, appointed a new committee of the General Staff to 
be known as the "Committee on Education and Special Training." A copy 
of the General Order naming this committee and defining its functions is 
enclosed. It will be the function of this committee to represent the War 
Department in its relations with the educational institutions of the country 
and to develop and standardize policies as between the schools and colleges 
and the War Department. > 

Communications should be addressed: — "Committee on Education and 
Special Training, Room 528, War Department." 

In order that the educational institutions may be represented and in 
direct touch with the War Department, I have appointed an advisory board 
of educators to be associated with the military Committee on Education and 
Special Training and to advise with them constantly concerning the relations 
of the schools and colleges to the Army. The advisory board will consist 
in the first instance of Dr. James R. Angell (representing the universities and 
academic colleges), Dr. Samuel P. Capen (U. S. Bureau of Education), Mr. 
J. W. Dietz (representing the industries and corporation schools), Dr. 
Charles R. Mann (representing the Engineering Schools) and Mr. James P. 
Munroe (Federal Board for Vocational Education). 

The war has developed a demand for large numbers of technically trained 
men. Until recently this demand has been felt especially for men of 
advanced training. Now, however, it extends to men with elementary train- 
ing, as mechanics of various kinds. In order to avoid unnecessary dis- 
turbance to essential industries through withdrawal of skilled men an effort 
will be made to give large numbers of men entering the service intensive 
elementary training along vocational lines. In the task of training these men 

55 



56 APPENDICES 

the schools and colleges can be of the greatest assistance. It will be one of 
the first duties of the Committee on Education and Special Training to 
formulate definite plans in co-operation with schools and colleges for training 
these men. 

It is not intended to disturb arrangements that have already been made 
with schools and colleges by separate branches of the service. In future all 
such training arrangements will be made under the supervision of the new 
committee. 

It is believed that the Committee on Education and Special Training with 
its Advisory Board will be of great advantage both to the Army and the 
educational interests of the country. I bespeak for the committee and 
advisory board your full co-operation and support. 
Very respectfully, 

NEWTON D. BAKER, 

Secretary of War. 



Appendix B 

TO THE PRESIDENTS OF ALL INSTITUTIONS 
OF COLLEGIATE GRADE 

May 8, 1918. 
Dear Sirs: 

In order to provide military instruction for the college students of the 
country during the present emergency, a comprehensive plan will be put in 
effect by the War Department, beginning with the next college year, in 
September, 1918. The details remain to be worked out, but in general the 
plan will be as follows : 

Military instruction under officers and non-commissioned officers of the 
Army will be provided in every institution of college grade, which enrolls 
for the instruction of 100 or more able-bodied students over the age of 
eighteen. The necessary military equipment, will so far as possible, be pro- 
vided by the Government. There will be created a military training unit in 
each institution. Enlistment will be purely voluntary but all students over 
the age of eighteen will be encouraged to enlist. The enlistment will con- 
stitute the student a member of the Army of the United States, liable to 
active duty at the call of the President. It will, however, be the policy of the 
Government not to call the members of the training units to active duty until 
they have reached the age of twenty-one, unless urgent military necessity 
compels an earlier call. Students under eighteen and therefore not legally 
eligible for enlistment, will' be encouraged to enroll in the training units. 
Provision will be made for co-ordinating the Reserve Officers' Training Corps 
system, which exists in about one-third of the collegiate institutions, with 
this broader plan. 

This new policy aims to accomplish a two-fold object: first, to develop 
as a great military asset the large body of young men in the colleges, and 
second, to prevent unnecessary and wasteful depletion of the colleges through 
indiscriminate volunteering, by offering to the students a definite and im- 
mediate military status. 

Later, announcement will be made of the details of the new system. In 
the meantime, presidents of collegiate institutions are requested to call this 
matter to the attention of all their students. Those who do not graduate 
this spring, should be urged to continue their education and take advantage 
of this opportunity to serve the nation. 

I trust that the policy above stated will have your support and co- 
operation. 

Sincerely yours, 

NEWTON D. BAKER, 

Secretary of War. 

57 



Appendix C 

MEMORANDUM FOR THE ADJUTANT GENERAL OF THE ARMY 

June 28, 1918. 
SUBJECT: Military Training in Colleges. 

I. The Secretary of War directs that there be issued a General Order as 
follows : 

1. Under the authority conferred by Sections 1, 2, 8 and 9 of the Act of 
Congress "authorizing the President to increase temporarily the military 
establishment of the United States, approved May 18, 1917, the President 
directs that for the period of the existing emergency there shall be raised and 
maintained by voluntary enlistment a Students' Army Training Corps. 
Units of this Corps will be authorized by the Secretary of War for colleges 
meeting the requirements as laid down in special regulations. 

Officers authorized therein will be obtained as provided by paragraph 3 
of Section 1, and by Section 9 of the Act of May 18, 1917, but no officer within 
the draft age and physically fit for field service shall be eligible for duty with 
the Students' Army Training Corps unless he shall have previously served 
at least six months as commissioned officer on duty with troops. 

2. General Order No. 15, War Department, February 10, 1918, is amended 
as follows : 

The Committee on Education and Special Training shall hereafter 
function as a section of the Training and Instruction Branch, War Plans 
Division of the General Staff. Its functions shall be: To study the needs of 
the various branches of the service for skilled men and technicians; to 
administer a system of special training in colleges, schools and industrial 
plants ; to represent the War Department in its relations with the educational 
institutions of the country; to supervise and administer military training in 
all colleges and civil institutions; to supervise and administer the furlough 
or enlistment in the Enlisted Reserve Corps of Technical Students and 
Teachers in accordance with the provisions of Section 151 of the Selective 
Service Regulations. The committee will be given such additional assist- 
ance, commissioned and civilian, and such additional office space, as may be 
necessary for the proper execution of its duties. The advisory civilian board 
appointed by the Secretary of War composed of representatives of educa- 
tional institutions will continue to be associated with the committee. 



60 APPENDICES 

June 29, 1918. 
FROM: The Adjutant General of the Army. 

TO: The Presidents of American Colleges. 

SUBJECT: Military Training in Colleges. 

Supplementing the announcement of the War Department dated May 8, 
1918, that military instruction will be provided beginning with the fall term, 
1918, in all institutions of collegiate grade enrolling 100 or more able-bodied 
students and that opportunity will be offered to all students over eighteen to 
enlist in the Army as members of the Students' Army Training Corps, the 
following statement is made to explain more definitely the character of 
the plan: 

1. General object. 

2. Definition of institutions in which the system will be installed. 

3. (a) Students' Army Training Corps; (b) Enlistment and enrollment; 
(c) Call to active duty; policy of the Government; (d) Discharges. 

4. Nature and amount of training. 

5. Corps of instructors 

6. Uniform and equipment. 

7. Administration and inspection. 

8. Relation of R. O. T. C. to the Students' Army Training Corps. 

GENERAL OBJECT V 

1. The purpose of this plan is to develop as a great military asset the 
large body of young men in the colleges. This will be accomplished by 
providing efficient military instruction under the supervision of the War 
Department for students in all colleges enrolling the required minimum of 
students. In order to receive this instruction, all students over eighteen 
years of age must volunteer and enlist in the Army of the United States. 

THE DEFINITION OF INSTITUTIONS TO WHICH THIS SYSTEM WILL APPLY 

2. The system will apply to all institutions of collegiate grade which 
enroll for the courses 100 or more able-bodied male students over eighteen. 
The intention is to extend the system of instruction for college students to 
the largest practicable extent in view of the available supply of officers and 
equipment. 

A. To be classified as one of the institutions of college grade to which 
the privilege of maintaining a Students' Army Training Corps unit is 
extended, an institution must require for admission to its regular curricula 
graduation from a standard secondary school or its equivalent ; must provide 
general collegiate or professional curricula covering at least two years of not 
less than 33 weeks each ; and must be carried in the lists of higher institutions 
prepared by the United States Commissioner of Education. 



APPENDIX C 



B. Institutions of college grade will include, provided conditions specified 
in paragraph A are met: 

a. Colleges of Arts and Sciences. 

b. Engineering Schools. 

c. Schools of Mines. 

d. Colleges of Agriculture. 

e. Colleges of Pharmacy. 

f. Colleges of Veterinary Medicine. 

g. Teachers' Colleges, 
h. Law Schools. 

i. Medical Schools. 

j. Dental Schools. 

k. Graduate Schools. 

1. Normal Schools. 

m. Junior Colleges. 

n. Technical Institutions. 

C. Students enrolled in preparatory departments of universities, colleges, 
normal schools or junior colleges cannot at present be considered eligible for 
enlistment or enrollment in the military training units, and enrollments in 
preparatory departments may not be counted by college authorities in 
reckoning the 100 able-bodied male students enrolled for a military training 
unit. 

STUDENTS' ARMY TRAINING CORPS 

3. (a) There will be created in the Army a Students' Army Training 
Corps. The training units to be organized under this plan will be designated, 
The Students' Army Training Corps units. 

Training units will be organized in the colleges in the various branches 
of the service in accordance with the needs of the Army as determined by 
the War Department taking into account the character of the institution. 
The great majority of the training units will be for instruction in the line 
branches of the service. Such units will be organized in all non-technical 
institutions. Most of the units will be infantry units; others will be field 
artillery, heavy artillery, and possibly one or more cavalry units. A limited 
number of units for training in the staff departments of the service will be 
organized in technical schools, e. g., medical training units will be organized 
in selected medical schools, engineering units in engineering schools, and a 
few units for other special branches of the service. 

ENLISTMENT AND ENROLLMENT 

(b) All able-bodied students in the colleges in which training units are 
organized will be encouraged to enlist if over the legal enlistment age of 
eighteen. Students under eighteen will be encouraged to enroll in the train- 



APPENDICES 



ing units. Students neither enlisted nor enrolled will not be entitled to 
enter the training units or to receive the instruction. The enlistment contract 
of all students over eighteen will constitute them members of the Army of 
the United States, and they will become thereby subject to active service at 
the call of the President. The enlisted students will be on furlough status 
until called to the colors and will receive no pay or allowance except when 
attending a summer training camp, in which case they will be entitled to trans- 
portation and rations as provided in Section 78, Bulletin 16, 1917, for mem- 
bers or the R. O. T. C. All enlistments will be in the grade of private. 

CALL TO ACTIVE DUTY; POLICY OF THE GOVERNMENT 

(c) It will be the policy of the Government not to call members of the 
Students' Army Training Corps units to active duty until they reach draft 
age, unless urgent military reasons compel an earlier call. A system will be 
devised whereby the military instructors of the colleges will certify to the 
Adjutant General of the Army the names of those students who are mem- 
bers of The Students' Army Training Corps who have reached the draft age. 
Orders will then be issued calling such students to duty on the thirtieth 
of the following June. This will permit them to complete the college year 
in which they are then engaged. It is emphasized that the student body 
is not to be made a deferred or favored class under the Selective Service Act. 

DISCHARGES 

(d) Provision will be made for discharge in appropriate cases — unfitness, 
misbehavior, dependent relatives, and the necessity to leave college for causes 
beyond the student's control. No such discharges will remove the student's 
liability to draft. 

NATURE AND AMOUNT OF TRAINING 

4. (a) The character of the training will depend upon the kind of train- 
ing unit which is organized in the particular institution, whether infantry, 
cavalry, field artillery, engineers, signal corps, air service, heavy artillery, 
tank corps, ordnance, quartermaster or medical. Courses of instruction will 
be prepared appropriate to the various units. 

The standard time to be allotted to military work will be in the case of 
all units ten hours per week during the college year, supplemented by six 
weeks of intensive training in a summer camp. The ten hours a week 
standard, however, will not involve the hours of outdoor work in drill. A 
feature of the system will be the giving of liberal credits for academic work 
in line with the military instruction, so as to hold the outdoor work to feasible 
limits. In this connection due regard will be had to the character of the 
academic courses and the nature of the training unit. 

In the case of training units in the line branches of the service the courses 



APPENDIX C 63 



will usually provide for six hours per week of practical instruction, including 
drill and rifle practice and four hours of credits from academic studies of 
military value. 

(b) The summer camp will be an important feature of the system. 
Summer camps for a period of six weeks each year will be provided for mem- 
bers of the training units. At these camps there will be an intensive and 
rigid course of instruction under experienced officers. Transportation to and 
from the camps and rations while at the camp will be furnished by the War 
Department. 

(c) The above plan will provide (on the basis of 33 weeks for the 
academic year, and a six weeks' camp) approximately 650 hours of military 
work per annum. It is expected that this will qualify a considerable per- 
centage of the students to enter officers' training camps on being called to the 
colors, and a large percentage of the remainder to serve as non-commissioned 
officers. The number to be certified for training as officers from any institu- 
tion will not be based on an arbitrary percentage. It will depend on the 
quality of the men developed at that institution and the necessities of the 
service at the time. 

THE CORPS OF INSTRUCTORS 

5. Officer instructors and non-commissioned officer instructors will be 
provided by the War Department when available. Officers returning from 
overseas and unfit for further field service will be utilized when available. 

In order to supplement the instructors assigned by the War Department, 
and to enable the colleges to develop a force of assistant instructors, there 
will be held, beginning about July 15, 1918, camps for instructors, to continue 
sixty days. The colleges will be invited to send a limited number of picked 
students and members of their faculties to these camps. These camps will 
be conducted with a view to teaching the attendants to give military instruc- 
tion to students, and it is believed that satisfactory results can be obtained 
from an intensive sixty-day course. Details concerning these camps — loca- 
tion, cost, method of application, etc. — will be sent at an early date. 

UNIFORMS AND EQUIPMENT 

6. The Government will supply the necessary uniforms, rifles and other 
equipment, so far as supplies are available. 

ADMINISTRATION AND INSPECTION 

7. (a) The Students' Army Training Corps, including the R. O. T. C. 
units, will be supervised and controlled by the Training and Instruction 
Branch, War Plans Division of the General Staff, in accordance with instruc- 
tions of the Chief of Staff. An advisory board to this committee repre- 
senting educational interests has already been appointed by the Secretary of 



64 APPENDICES 

War. This will insure the closest co-operation between the War Depart- 
ment and the colleges in the administration of the system. 

(b) The importance of effective inspection is recognized, and a staff of 
traveling officer-inspectors will be detailed to visit the institutions at frequent 
intervals. 

RELATION OF R. O. T. C. TO THE STUDENTS' ARMY TRAINING CORPS 

8. In all colleges having an R. O. T. C. unit, the already-earned status 
and privileges of the students now enrolled therein will not be disturbed. 
Institutions now having recognized R. O. T. C. units may, if they so desire, 
establish in addition Students' Army Training Corps units. 

The courses of training will be uniform in all colleges, including those 
now having R. O. T. C. units, and uniform standards will govern the selec- 
tion of students to attend officers' training camps. The general purpose is 
to provide a uniform system in all colleges, while not prejudicing in any way 
students who are already enrolled in the R. O. T. C. 

9. Detailed regulations in pursuance of the above are in course of prepara- 
tion, and will be sent to the colleges as soon as practicable. 

By order of the Secretary of War; 

H. P. McCAIN. 



Appendix D 

STUDENTS' ARMY TRAINING CORPS 
Special Regulations 

INTRODUCTORY STATEMENT 

The following regulations and instructions governing the establishment, 
administration and maintenance of Students' Army Training Corps units at 
educational institutions, and the issue of Government property thereto in 
accordance with existing laws are published for the information and guidance 
of all concerned. 

I. 

GENERAL PRINCIPLES 

AUTHORIZATION FOR ESTABLISHMENT 

1. The Students' Army Training Corps is raised under authority of the 
Act of Congress, approved May 18, 1917, commonly known as the Selective 
Service Act, authorizing the President to increase temporarily the military 
establishment of the United States, as amended by the Act of August 31, 
1918, and under General Order No. 79 of the War Department, dated August 
24, 1918, as follows: 

"Under the authority conferred by sections 1, 2, 8 and 9 of the Act of 
Congress 'authorizing the President to increase temporarily the military 
establishment of the United States,' approved May 18, 1917, the President 
directs that for the period of the existing emergency there shall be raised and 
maintained by voluntary induction and draft a Students' Army Training 
Corps. Units of this Corps will be authorized by the Secretary of War at 
educational institutions that meet the requirements laid down in Special 
Regulations." 

TITLE 

2. These regulations will be known as Students' Army Training Corps 
Regulations. (S. A. T. C. R.) 

II. 
OBJECT 

3. The object of establishing units of the Students' Army Training Corps 
is to utilize effectively the plant, equipment and organization of the colleges 
for selecting and training officer-candidates and technical experts for service 
in the existing emergency. 

65 



66 APPENDICES 

III. 

CONSTITUTION 
ESTABLISHMENT OF UNITS 

4. The Students' Army Training Corps consists of units established by 
the President in qualified educational institutions which fulfill the require- 
ments laid down in these regulations. 

SECTIONS OF UNITS 

5. The members of the Students' Army Training Corps at an educational 
institution will form a single unit for purposes of military organization, but 
for purposes of instruction such unit may consist of one or more sections 
according to the type of educational training given. 

6. The sections of a unit of the Students' Army Training Corps and the 
educational requirements for the establishment of the same are as follows : 
REQUIREMENTS FOR THE ESTABLISHMENT OF A COLLEGIATE SECTION 

(1) The establishment of a collegiate section (to be known as Section A), 
may be authorized at any civil educational institution which 

(a) Requires for admission to its regular curricula graduation from a 

standard, four-year, secondary school or its equivalent, and 

(b) Ordinarily provides a general or professional curriculum covering at 

least two years of not less than 32 weeks each, and 

(c) Has a student attendance sufficient to maintain a collegiate section 

of a Students' Army Training Corps unit with a strength of at 

least one hundred men. 
So far as practicable an effort will be made to establish collegiate sections 
at institutions which have a smaller student attendance than that prescribed 
in the preceding paragraph. Applications from such institutions will be con- 
sidered and granted so far as officers and equipment permit, and so far as 
arrangements for the establishment of joint units may be found practicable. 

Provided the conditions of paragraph 6 are met, educational institutions 
qualified to maintain collegiate sections of Students' Army Training Corps 
will include: 



1. Colleges and schools of: 




h. Veterinary Medicine. 


a. Arts and Sciences. 




i. Education. 


b. Technology. 




j. Law. 


c. Engineering. 




k. Medicine. 


d. Mines. 




1. Dentistry. 


e. Agriculture and Forestry. 


2. 


Graduate Schools. 


f. Business Administration, 


3. 


Normal Schools.* 


Industry and Commerce. 


4. 


Junior Colleges. 


g. Pharmacy. 


5. 


Technical Institutes. 



preparation or its equivalent, may be included. 

*Normal schools which give at least two years of college work, following four years of high school 



APPENDIX D 67 



REQUIREMENTS FOR THE ESTABLISHMENT OF A VOCATIONAL SECTION 

(2) The establishment of a vocational section (to be known as Section B) 
may be authorized at any institution having an adequate shop or labora- 
tory equipment and a staff of instructors capable of giving approved 
vocational training of military value. 

STUDENTS IN PREPARATORY DEPARTMENTS 

7. Students enrolled in preparatory departments of higher civil educa- 
tional institutions may not be counted by college authorities in reckoning 
the one hundred able-bodied male students required for the establishment of 
a unit containing a collegiate section only. 

APPROVAL OF UNITS 

8. A unit will not be established unless the conditions laid down in para- 
graph 6 of these regulations are fulfilled and unless the institution is, in the 
opinion of the Secretary of War, capable of efficiently carrying out the work 
prescribed. 

9. The Secretary of War may discontinue any unit should he consider 
that the proper standards are not being maintained and that the unit is not 
fulfilling the objects for which the corps is established. 

IV. 

CONDITIONS AND ROUTINE OF ADMISSION TO A STUDENTS* 
ARMY TRAINING CORPS UNIT 

10. Eligibility to the Students' Army Training Corps is limited to regis- 
trants under the Selective Service Regulations who are physically fit to per- 
form full or limited military duty and who have had at least grammar school 
education, or its equivalent. 

ADMISSION TO COLLEGIATE SECTIONS 

(a) A collegiate section (Section A) of a Students' Army Training Corps 
unit will include those who have graduated from a standard, four-year, 
secondary school, or have equivalent educational qualification. 
Subject to the approval of the Committee on Education and Special Train- 
ing an institution may prescribe any reasonable addition to the requirement 
for admission set forth in sub-section (a) above. The requirement of gradua- 
tion from a standard four-year secondary school or an equivalent, as a con- 
dition for admission, will be relaxed only in cases where in the judgment of 
the Committee on Education and Special Training, the enforcement of this 
requirement would admit numbers insufficient to meet the needs of the 
service. 



APPENDICES 



ADMISSION TO VOCATIONAL SECTIONS 

(b) A vocational section (Section B) of a Students' Army Training Corps 
will include those who have had grammar school education or its 
equivalent. 

STATUS OF MEMBERS OF S. A. T. C. 

11. Upon admission to the Students' Army Training Corps a registrant 
becomes a soldier in the Army of the United States. As such he is subject 
to military law and to military discipline at all times. 

MEMBERS OF COLLEGIATE SECTIONS 

12. The collegiate sections of Students' Army Training Corps units will 
be recruited in the first instance by the voluntary induction of registrants 
under the Selective Service Regulations. 

ACTIVE DUTY STATUS 

13. Members of the Students' Army Training Corps will be placed upon 
active duty status immediately upon their induction. The Committee on 
Education and Special Training will enter into contracts with educational 
institutions for the quartering, subsistence and instruction of members of the 
Students' Army Training Corps units established at such institutions. 

14. From time to time, in accordance with the needs of the service and 
the qualifications of the individual, it will be the policy of the Government to 
assign members of the Students' Army Training Corps to : 

(a) An officers' training camp, or 

(b) A non-commissioned officers' training school, or 

(c) A depot brigade, or 

(d) To continue in certain cases (in either a collegiate or a vocational sec- 

tion) such technical or special training as the needs of the service may 

require. 
Assignments will ordinarily be made to officers' training camps or to non- 
commissioned officers' training schools in the case of men who are qualified 
to become officers or non-commissioned officers ; to continue at an educational 
institution in the case of qualified men who are engaged in such studies as 
medicine, engineering, chemistry, etc., or who give promise of qualifying for 
admission to officers' training camps or non-commissioned officers' training 
schools ; and to a depot brigade in the case of those who do not give sufficient 
promise of qualifying for commissions after further training. 



APPENDIX D 



PREFERENCES OF VOLUNTARILY INDUCTED MEN TO BE CONSIDERED 

15. The preference of registrants who are voluntarily inducted into the 
Students' Army Training Corps as to the branch of the service that they ulti- 
mately enter (e. g., engineers, artillery, infantry, chemical warfare service, 
etc.) will be given consideration except where military needs require a dif- 
ferent course. 

STUDENTS NOT ELIGIBLE FOR MEMBERSHIP IN THE S. A. T. C. MAY BE 
GIVEN MILITARY INSTRUCTION 

16. Students in educational institutions at which a unit of the Students' 
Army Training Corps has been established, may, if not eligible for member- 
ship in the corps, be given such military instruction as may be found prac- 
ticable. 



V. 

ADMINISTRATION. 

CENTRAL ADMINISTRATION 

17. The Students' Army Training Corps is administered by the War 
Department through the Committee on Education and Special Training of 
the Training and Instruction Branch, War Plans Division, General Staff, 
assisted by an advisory educational board, together with educational direc- 
tors, district educational directors and special advisors. 

ADMINISTRATION WITHIN THE INSTITUTION 

18. The War Department will provide an officer of the Army, active or 
retired, to serve as Commanding Officer in each institution at which a unit 
of the Students' Army Training Corps is established, and, so far as prac- 
ticable, additional officers will be provided in proportion to the strength of 
the unit. 

RELATION OF OFFICERS TO THE AUTHORITIES OF THE INSTITUTION 

19. The Commanding Officer and the other officers assigned to duty with 
units of the Students' Army Training Corps will, in their relation to the insti- 
tution, observe the general usages therein established affecting the duties and 
obligations of members of the Faculty and other academic instructors. Offi- 
cers will not, without permission of the Secretary of War, undertake any 
instructional or administrative duties in the institution other than those con- 
nected with the work of the Students' Army Training Corps. 

20. The Commanding Officer at an institution will instruct officers and 
non-commissioned officers in their relation to the institution and its officials. 



7 o APPENDICES 

AUTHORITY IN MATTERS OF DISCIPLINE 

21. It is the duty of the Commanding Officer, and of other officers 
assigned to duty with units of the Students' Army Training Corps to enforce 
military discipline. Nothing in these regulations is intended to confer on 
the Commanding Officer authority over purely educational matters. 

METHOD OF VOLUNTARY INDUCTION 

22. The method of voluntary induction into the Students' Army Training 
Corps is prescribed in the Selective Service Regulations and instructions 
issuing from the office of the Provost Marshal General. 

ORGANIZATION OF UNITS 

23. The Students' Army Training Corps is a corps of the U. S. Army. 
Members of it will be trained for the line and for the different staff corps. 
Their educational programs will be shaped to prepare various groups for par- 
ticular duties in accordance with the needs of the service. The Students' 
Army Training Corps will be organized as infantry under the Tables of 
Organization and the fundamental infantry training common to all branches 
of the service will be given. 

VI. 
SCOPE OF TRAINING 

24. For Section A the instruction will be partly military and partly in 
allied subjects that have value as a means of training officers and experts to 
meet the needs of the service. 

The average number of hours to be devoted each week to those subjects 
will be as follows : 

MILITARY INSTRUCTION 

(1) Military subjects, including practical instruction (drill, etc.), theoretical 

military instruction and physical training. — Eleven hours. 

INSTRUCTION IN ALLIED SUBJECTS 

(2) Allied subjects, including lectures, recitations, laboratory instruction and 

the necessary preparation therefor — forty-two hours. (Each hour of 
lecture or recitation will ordinarily require two hours of supervised 
study.) 
The hours above set forth have reference to the normal course. In the 
case of students who have pursued for at least one year at an approved insti- 
tution such studies as form part of the program of preparation for the Chemi- 
cal Warfare Service, the Medical Corps, the Engineer Corps, the Ordnance 
Corps or other technical branches of the service, the Committee on Educa- 
tion and Special Training may authorize a reduction in the hours of military 



APPENDIX D 



instruction (including practical military instruction, theoretical military 
instruction and physical training) to not less than six hours per week, pro- 
vided that the reduction is made good by the substitution of a corresponding 
number of additional hours of instruction in approved technical subjects. 

Provision will be made for approving general programs as well as technical 
and special programs, in medicine, engineering, chemistry and other technical 
courses. 

APPROVAL OF COURSES IN ALLIED SUBJECTS 

25. The Committee on Education and Special Training will furnish from 
time to time suggestions regarding the treatment of allied subjects that are 
chosen as parts of the curriculum. District Educational Directors (Section 
A) are authorized to approve courses which they deem to be suitable, subject 
to the ratification of the Educational Director (Section A). 

LIST OF ALLIED SUBJECTS 

26. The allied subjects will ordinarily be selected from the following list: 
English, French, German, Mathematics, Physics, Chemistry, Biology, Psy- 
chology, Geology, Geography, Topography and Map Making, Meteorology, 
Astronomy, Hygiene, Sanitation, Descriptive Geometry, Mechanical and 
Freehand Drawing, Surveying, Economics, Accounting, History, Interna- 
tional Law, Military Law, and Government. 

Permission may be granted for the recognition, as an allied subject, of 
not more than one subject outside the above list provided that it occupies not 
more than three hours per week in lectures and recitations with correspond- 
ing time for study. 

In the case of technical and professional schools provision will be made 
for approving general programs of study containing subjects other than those 
included in the above list of allied subjects. 

THE WAR ISSUES COURSE 

The program of study in allied subjects must include a course on the 
underlying issues of the war. This may be planned as a special War Issues 
course with a minimum for Section A of three classroom hours per week, 
with corresponding time for study, covering three terms, or the requirement 
may be met by a course or courses in history, government, economics, philos- 
ophy or modern literature where these courses are so planned as, in the 
opinion of the Educational Director (Section A), to accomplish substantially 
the same purpose. 

The District Educational Director (Section A) may empower colleges to 
excuse from this course: 

(1) Members of the S. A. T. C. who have had a similar course even though 
not identical in every detail, or 



72 APPENDICES 

(2) Members of the S. A. T. C. who have already had at least two years 
of work of collegiate grade in an approved institution and who should 
be required to concentrate the whole of their time on advanced studies. 
While the study of any of the subjects set forth above should be useful as 
a part of the training of future officers, the content of the course and the 
methods of instruction will in each case determine the acceptance of the sub- 
ject as well as the amount of credit to be assigned to it as an allied military 
subject. This credit may vary according to the branch of the service for 
which the student is preparing, e. g., Field Artillery, Medical Corps, or Engi- 
neering Corps. 

27. For Section B the average number of hours to be devoted each week 
to military and vocational training will be as follows : 

(1) Military subjects, including practical instruction (drill, etc.), and physical 

training — fifteen and one-half hours. 

(2) Vocational subjects — thirty-three hours. 

(3) War Issues Course (see fourth paragraph, Section 26 above) — one hour. 

VII. 

MILITARY INSPECTION 

MILITARY INSPECTORS 

28. A body of Military Inspectors will cover units of the Students' Army 
Training Corps and report directly to the Committee on Education and Spe- 
cial Training. 

VIII. 
UNIFORMS AND EQUIPMENT 

UNIFORMS 

29. (a) The uniform of a member of the Students' Army Training Corps 
and his allowance of clothing will be that of a private soldier and will be. 
furnished complete as far as practicable. 

ARMS AND EQUIPMENT 

(b) The number and kinds of arms and equipment to be issued will, so far 
as practicable, conform to those prescribed for the Army. 

USE OF GOVERNMENT PROPERTY 

30. No article of Government uniform or equipment, issued under the 
provisions of the foregoing sections, shall be used except to uniform members 
of the unit of the Students' Army Training Corps at the institution to which 
said uniform and equipment were issued. 



APPENDIX D 



ISSUE OF GOVERNMENT PROPERTY 

31. All Government property will be issued and invoiced to the Supply 
Officer who will be accountable to the Government for same. Requisitions 
and returns for Government property must be prepared in accordance with 
the regulations governing the respective supply departments concerned. 

REQUISITIONS 

32. Requisitions for Government property will be sent by the Command- 
ing Officer to the Committee on Education and Special Training, who, after 
approving, will forward them to the proper source of supply. 

SHIPMENTS 

33. Authorized shipment of Government property from depots, arsenals, 
or armories to institutions, and authorized return shipments of such property 
from institutions to depots, arsenals or armories, will be made on regular 
form of Government Bill of Lading, at the expense of the United States. 

STORAGE AND CLEANING 

34. Adequate facilities must be provided by the institution for the proper 
storage, care and safekeeping of Government property issued to it. All Gov- 
ernment property must be kept in serviceable condition. A proper allowance 
of cleaning material and spare parts will be issued so far as practicable by 1 
the Government for this purpose. Detailed instruction as to the care, use, 
preservation and accountability of Government property are found in the 
Army Regulations, and in other regulations or instructions issued by the 
War Department, and strict: adherence to same is enjoyed upon all concerned. 

35. Action concerning the loss, damage or unserviceability of Government 
property will be in accordance with Army Regulations. 

36. The sale or pledge of any article of uniform, arms or equipment by 
an enlisted roan is an offense punishable by court-martial. 

IX. 
INSIGNIA 

37. Members of the Students' Army Training Corps will wear, with the 
service hat, an olive drab cord. They will wear as collar insignia a bronze 
disk bearing the letters U. S. 

Acting non-commissioned officers of the Students' Army Training Corps 
will wear the chevrons prescribed for non-commissioned officers of the Army. 

X. 

MISCELLANEOUS 

38. Provisions of these regulations do not affect obligations to provide 
military instruction imposed by the Act of July 2, 1862, upon land-grant insti- 
tutions. 



Appendix £ 

War Department, 

Washington, D. C, 

August 28, 1918. 
STATEMENT 

FROM: The Committee on Education and Special Training. 

TO: The Colleges of the United States. 

SUBJECT: General Plan of Operation. 

The man-power bill pending in Congress definitely binds the country to 
the policy of consecrating its entire energy to the winning of the war as 
quickly as possible. It fixes the age limits from 18-45, both inclusive. It 
places the nation upon a war basis. The new military program, as outlined 
by the Secretary of War, calls for the increase of the Army by more than two 
million men by July 1, 1919. This will probably necessitate the mobilization 
of all physically-fit registrants under 21, within ten months from this date. 
With respect to students, since they are not to be made in any sense a 
deferred or favored class, this means that they will practically all be assigned 
to active service in the field by June, 1919. The only exceptions will be 
certain students engaged in technical studies of military value, e.g., medicine, 
engineering and chemistry. Under these conditions it is obvious that schools 
and colleges for young men within the age limits of the new law, cannot 
continue to operate as under peace conditions. Fundamental changes must 
be made in college and school practices in order to adapt them to effective 
service in this emergency. 

The following statements outline the general plan under which the 
Students' Army Training Corps will operate under the changed conditions 
produced by the revision of the Selective Service Law. 

1. All young men, who were planning to go to school this fall, should 
carry out their plans and do so. Each should go to the college of his choice, 
matriculate, and enter as a regular student. He will, of course, also register 
with his local board on the registration day set by the President. As soon 
as possible after registration day, probably on or about October 1, oppor- 
tunity will be given for all the regularly enrolled students to be inducted into 
the Students' Army Training Corps at the schools where they are in attend- 
ance. Thus the Corps will be organized by voluntary induction under the 
Selective Service Act, instead of by enlistment as previously contemplated. 

The student, by voluntary induction, becomes a soldier in the United 
States Army, uniformed, subject to military discipline and with the pay of 
a private. They will simultaneously be placed on full active duty and con- 
tracts will be made as soon as possible, with the colleges for the housing, 
subsistence and instruction of the student soldiers. 

2. Officers, uniforms, rifles and such other equipment as may be available 
will be furnished by the War Department, as previously announced. 

75 



76 APPENDICES 

3. The student-soldiers will be given military instruction under officers 
of the Army and will be kept under observation and test to determine their 
qualification as officer-candidates, and technical experts such as engineers, 
chemists and doctors. After a certain period, the men will be selected ac- 
cording to their performance, and assigned to military duty in one of the 
following ways: 

(a) He may be transferred to a central officers' training camp. 

(b) He may be transferred to a non-commissioned officers' training 
school. 

(c) He may be assigned to the school where he is enrolled for further 
intensive work in a specified line for a limited specified time. 

(d) He may be assigned to the vocational training section of the Corps 
for technician training of military value. 

(e) He may be transferred to a cantonment for duty with troops as a 
private. 

4. Similar sorting and reassignment of the men will be made at periodical 
intervals, as the requirements of the service demand. It cannot be now 
definitely stated how long a particular student will remain at college. This 
will depend on the requirements of the mobilization and the age group to 
which he belongs. In order to keep the unit at adequate strength, men will 
be admitted from secondary schools or transferred from Depot Brigades as 
the need may require. 

Students will ordinarily not be permitted to remain on duty in the college 
units after the majority of their fellow citizens of like age have been called 
to military service at camp. Exception to this rule will be made, as the needs 
of the service require it, in the case of technical and scientific students, who 
will be assigned for longer periods for intensive study in specialized fields. 

5. No units of the Students' Army Training Corps will, for the present, 
be established at secondary schools, but it is hoped to provide at an early 
date for the extension of military instruction in such schools. The secondary 
schools are urged to intensify their instruction so that young men 17 and 18 
years old may be qualified to enter college as promptly as possible. 

6. There will be both a collegiate section and vocational section of the 
Students' Army Training Corps. Young men of draft age of grammar 
school education, will be given opportunity to enter the vocational section 
of the Corps. At present about 27,500 men are called for this section each 
month. Application for voluntary induction into the vocational section 
should be made to the Local Board and an effort will be made to accommodate 
as many as possible for those who volunteer for this training. 

Men in the vocational section will be rated and tested by the standard 
Army methods and those who are found to possess the requisite qualifications 
may be assigned for further training in the collegiate section. 



APPENDIX E 



7. In view of the comparatively short time during which most of the 
student-soldiers will remain in college and the exacting military duties 
awaiting them, academic instruction must necessarily be modified along 
lines of direct military value. The War Department will prescribe or sug- 
gest such modifications. The schedule of purely military instruction will 
not preclude effective academic work. It will vary to some extent in ac- 
cordance with the type of academic instruction, e.g., will be less in a medical 
school than in a college of liberal arts. 

8. The primary purpose of the Students' Army Training Corps is to 
utilize the executive and teaching personnel and the physical equipment of 
the colleges to assist in the training of our new armies. This imposes great 
responsibilities on the colleges and at the same time creates an exceptional 
opportunity for service. The colleges are asked to devote the whole energy 
and educational power of the institution to the phases and lines of training 
desired by the Government. The problem is a new one and calls for 
inventiveness and adaptability as well as that spirit of co-operation which the 
colleges have already so abundantly shown. 

9. The plan contemplates the making of contracts with all institutions 
having units of the Students' Army Training Corps for the housing, sub- 
sistence and instruction of the student-soldiers to take effect on or about 
October 1, 1918. A separate statement of this date sets forth the procedure 
and principles governing these contracts. 

By Robert I. Rees, 

Colonel, General Staff Corps, 
Chairman. 



7 8 APPENDICES 



War Department, 
Washington, D. C. 
August 28, 1918. 

FROM: The Committee on Education and Special Training. 

TO: The Presidents of All Institutions Authorized to Maintain Students' Army 

Training Corps Units. 
SUBJECT: Contractural Relations With Colleges. 

Dear Sirs: 

A separate statement of this date sets forth the revised general plans for 
the Students' Army Training Corps. This letter states the basis for con- 
tractual relations with the colleges. 

CONTRACT BASIS 

1. In view of the fact that the student soldiers will be on active duty 
status from the time they are inducted, on or about October 1, 1918, it is 
incumbent on the Government to assume the expense from that time, of 
their housing, subsistence and instruction. This is to be done through con- 
tracts with each institution. 

It is, therefore, desired by the War Department that each institution 
authorized to maintain a Students' Army Training Corps unit, shall contract 
at the earliest possible date with the War Department, for the housing, sub- 
sistence and instruction of the soldiers assigned to it as members of the 
Students' Army Training Corps, such contracts to take effect as of October 
1st, 1918, or such date about October 1st on which inductions are made. 

PROCEDURE FOR MAKING CONTRACTS 

2. It is desired that every institution shall be on a contract basis with the 
War Department before October 1, 1918, and at the earliest possible date 
prior to that time. It is not possible, however, to conduct individual 
negotiations and make detailed contract arrangements with each of the more 
than three hundred institutions concerned. The situation will, therefore, be 
met by temporary contract to be superseded later by a permanent contract, 
in connection with which a final basis of payment and all details will be 
arranged. There are herewith enclosed duplicate forms of application 
which you are requested to return to the Committee on Education and 
Special Training, Room 595, War Department, as soon as practicable. Re- 
turn envelope is enclosed. On acceptance by the committee and return to 
you of one copy, the application becomes the temporary contract with the 
War Deaprtment above referred to. The following may be stated with re- 
gard to the terms of this temporary contract : 

(a) The per diem rate of $1.00 for subsistence and housing is to govern 
temporarily pending examination of the conditions in the individual institu- 
tion, and a careful working out of the costs involved. The amount so fixed 
is calculated from the experience of this committee during the past five 



APPENDIX E 



months in contracting with over 100 collegiate institutions for the housing, 
subsistence of over 100,000 soldiers in the National Army Training Detach- 
ment. This experience indicates that the average cost of housing is 15 to 20 
cents per day; subsistence (Army ration or equivalent) 70 to 80 cents per 
day. The tuition charge is based on the regular per diem tuition charge of 
the institution in the year 1917-1918. The permanent contract, to be arrived 
at on the basis of ascertained facts, will take account of any losses suffered 
by the institution under the temporary arrangement or any excess cost paid 
by the Government thereunder. 

(b) It is appreciated that some difficulties will be met with, in providing 
housing and mess facilities on short notice. It is desired that the men be 
housed and have their meals in as large groups as possible. In some institu- 
tions facilities already exist; in others, facilities can be readily adapted; in 
others, barracks or mess shack construction will be necessary. Experience 
shows that it will be feasible within thirty days, in practically every case, to 
make satisfactory temporary arrangements, by using initiative and resource- 
fulness and with the assistance of the Commanding Officer. There is no 
objection, for example, to the taking over by the college of fraternity houses 
or private dormitories, or the conversion of other buildings for housing and 
subsistence purposes. The kind of building is not important provided that 
the conditions are sanitary and healthful. 

COLLECTION OF TUITION FEES FROM STUDENTS 

(c) The contract status contemplates, of course, that the student soldiers 
shall pay nothing to the institution for their instruction nor for housing or 
subsistence. Since it is necessary in many cases, however, that the institu- 
tions be provided with funds for operating expenses at the commencement of 
the college year, and since the Government will not assume the costs until 
about October. 1, 1918, the institution will collect a proportion of the tuition 
fees covering the period from the opening of the fall term to October 1, 1918. 
Thus if the half-year tuition fee is $100 and the institution opens September 
15, the amount collected will be one-eighth, or $12.50. 

The first payment under the Government contract will be made about two 
weeks after submission of the first voucher, which will cover the period from 
October 1 to 15, 1918, with monthly payments thereafter. 

PERMANENT CONTRACT 

3. The following governing principles may be stated: 

(a) The basis of payment will be reimbursed for actual and necessary 
costs to the institutions for the services rendered to the Government in the 
maintenance and instruction of the soldiers, with the stated limitation as to 
cost of instruction. Contract price will be arrived at by agreement after 



80 APPENDICES 

careful study of the conditions in each case, in conference with authorities of 
the institution. 

(b) The War Department will have authority to specify and control the 
courses of instruction to be given by the institution. 

(c) The entity and power for usefulness of the institutions will be safe- 
guarded, so that when the contract ends the institutions shall be in condition 
to resume their functions of general education. 

(d) The teaching force will be preserved so far as practicable, and this 
matter so treated that its members shall feel that in changing to the special 
intensive work desired by the Government, they are rendering a vital and 
greatly needed service. 

(e) The Government will ask from the institutions a specific service, 
that is, the housing, subsistence and instruction along specified lines of a 
certain number of student soldiers. There will be no interference with the 
freedom of the institution in conducting other courses in the usual way. 

(f) The contract will be for a fixed term, probably nine months, subject 
to renewal for a further period on reasonable notice, on terms to be agreed 
upon and subject to cancellation on similar notice. 

5. In view of the necessity of prompt action in establishing the temporary 
contract basis, you are requested to return in duplicate the inclosed "request 
for Assignment of Soldiers" at the earliest possible date. 

By Robert I. Rees, 

Colonel, General Staff Corps, 
Chairman. 

REQUEST FOR ASSIGNMENT OF SOLDIERS OF 
STUDENTS' ARMY TRAINING CORPS, UNITED STATES ARMY 

TO 

College (University) 

, a corporation 

(Name of Institution) 

under the laws of the State of hereby requests 

the War Department of the United States to assign to the institution 
soldiers of the United 

(Estimated number in S. A. T. C. Unit) 
States Army, members of the Students' Army Training Corps, on the follow- 
ing conditions: 

1. Eligible students are to be inducted into the United States Army on 
their voluntary application, on or about October 1, 1918, and are forthwith 
to be assigned on active duty at the institution. 

2. The institution will after the assignment of such soldiers : 

(a) Furnish such academic instruction to the said soldiers as may be 



APPENDIX E 



approved or prescribed by the War Department, it being understood that 
until the War Department otherwise indicates, the regular curriculum shall 
be deemed approved; 

(b) Will provide for the proper and sanitary housing of said soldiers in 
as large groups as reasonably possible; 

(c) Will provide meals for the said soldiers of a quantity and quality 
equivalent to the standard Army ration, and under the proper sanitary 
conditions ; 

(d) Will provide suitable and adequate grounds for military instruction 
and drill of the soldiers and suitable offices for the military administration 
of the unit; 

(e) Will co-operate closely with the War Department and its authorized 
representatives in all matters above referred to ; 

(f) Will receive from its students who are eligible for the Students' 
Army Training Corps and indicate their intention of applying for induction 
therein, only such proportion of the usual tuition and other fees as will cover 
the period from the opening of the college year to October 1, 1918, or, if more 
has already been received, will make individual adjustment with the students 
accordingly. 

3. The War Department will: 

(a) Provide for the military instruction of the soldiers; 

(b) Provide uniforms and the necessary personal equipment of the 
soldiers to the extent practicable ; 

(c) Furnish necessary cots, blankets, and bed-sacks or mattresses to the 
extent practicable. 

(d) Pay to the institution as soon as practicable, after submission of duly 
executed vouchers, the sum of one dollar ($1.00) per day for each soldier 

assigned to the institution on active duty plus the sum of cents 

(see note) per day for each soldier so assigned, for tuition, making a total 

of one dollar and cents per day per soldier. The first voucher 

submitted will cover the period of two weeks following the induction of the 
soldiers and their assignment to active duty, and will be submitted monthly 
thereafter. 

4. It is understood that the arrangement evidenced hereby shall be tem- 
porary and that as soon as practicable a permanent contract shall be made 
between the institution and the War Department, covering the period to 
July 1, 1918. The basis of that contract with respect to payment shall be 
reimbursement for the actual and necessary costs of providing the instruction, 
subsistence and housing required during the entire period of the contractual 
relation with the War Department, the necessary adjustments to be made 
accordingly, provided that the per diem allowance to be made for cost of 



82 APPENDICES 

academic instruction shall not exceed the regular per diem tuition charge 
of the institution. 

5. The institution and the War Department will co-operate to the fullest 
extent to obtain the best results, and will endeavor as soon as practicable to 
arrive at the said permanent contract on an equitable financial basis, in 
accordance with the principle of reimbursement for actual costs as above 
stated. 

Name of Institution. 
By 

Accepted 

Secretary of War Department Com- 
mittee on Education and Special 
Training. 
Witness: 



Witness : 



NOTE — Insert at this point a number of cents equal to the yearly tuition 
fee of the institution (or department thereof) in the college year of 1917-1918 
divided by 270; e.g., on an average yearly tuition fee of $100.00 the amount is 
100 -h 270 = .3703 cents. 



Appendix F 

THE STUDENTS' ARMY TRAINING CORPS 
DESCRIPTIVE CIRCULAR 
ADMINISTRATION 

1. The Students' Army Training Corps is administered by the Committee 
on Education and Special Training, of the War Department, Second Floor, 
Mills Building, Washington, D. C. 

PURPOSE 

2. The primary purpose of the Students' Army Training Corps is to utilize 
the executive and teaching personnel and the physical equipment of the edu- 
cational institutions to assist in the training of our new armies. These facili- 
ties will be especially useful for the training of officer-candidates and technical 
experts of all kinds to meet the needs of the service. This training is con- 
ducted in about 600 colleges, universities, professional, technical and trade 
schools of the country. 

VOCATIONAL AND COLLEGIATE SECTIONS 

3. The Corps is divided into two sections, the Collegiate or "A" Section 
and the Vocational or "B" Section. The units of the "B" Section were 
formerly known as National Army Training Detachments. They aim to 
train soldiers for service as trade specialists in the Army. As the program 
for vocational training is now virtually completed, few, if any, new units of 
this type will for the present be added. 

The "A," or Collegiate Section, which was inaugurated October 1st, is 
open to registrants who are members of some authorized college, university 
or professional school. Students of authorized institutions join the Students' 
Army Training Corps by voluntary induction into the service. They then 
become members of the Army on active duty, receiving pay and subsistence, 
subject to military orders, and living in barracks under military discipline in 
exactly the same manner as any other soldier. 

The housing, subsistence and instruction of soldiers in both branches of 
the Students' Army Training Corps is provided by educational institutions 
under contract with the Government. A list of such institutions will be 
found at the end of this circular. 

CHOICE OF SERVICE 

4. The members of the Students' Army Training Corps are voluntarily 
inducted into the service, and are ordinarily allowed to choose the branch of 
the service for which they wish to be prepared. This freedom of choice, 
however, is not absolute. It depends upon the individual's qualifications and 
upon the needs of the service at any particular time. 

83 



84 APPENDICES 

OPPORTUNITIES 

5. The status of a member of the Students' Army Training Corps is that 
of a private. Members of a collegiate or "A" Section who show by their 
rating in academic and military work that they have unusual ability may be : 

(a) Transferred to a Central Officers' Training School; 

(b) Transferred to a Non-Commissioned Officers' School; 

(c) Assigned to the institution where they are enrolled for further in- 
tensive work in a specified line as, for instance, in engineering, chemistry or 
medicine. 

Those members of a collegiate section whose record is such as not to 
justify the Government in continuing their collegiate training may be : 

(a) Assigned to a vocational training section for technical training of 
military value; 

(b) Transferred to a cantonment for duty with troops as a private. 
Members of a vocational section who show exceptional fitness or promise 

may be recommended for officers' or non-commissioned officers' schools, or 
may be continued at institutions for more advanced study. 

RELATION TO DRAFT 

5. Members of the Students' Army Training Corps, having already been 
inducted into the service, will thereafter not be subject to call by their Local 
Boards. It is expected that the members of collegiate sections will be trans- 
ferred from institutions every three months in age groups, the twenty-year- 
old men going first, the nineteen-year-old men going next, and the eighteen- 
year-old men last, roughly corresponding to the periods at which men of 
these ages will be called under the Selective Service Law. As these groups 
leave the colleges their places will be taken by new contingents obtained by 
individual induction or, if necessary, from depot brigades. Students of such 
subjects as engineering, chemistry and medicine may be required to finish 
their courses where the needs of the service make this desirable. 

Members of vocational sections will ordinarily remain at the institution 
for two months and will then be assigned to various branches of the service 
in which technicians are needed. 

It is impossible to say absolutely how long the training of any particular 
man will continue since this will depend upon the capacity of the individual 
and upon the changing needs of the service. 

CURRICULA 

6. In addition to 11 hours per week of military training the course of 
study of the men in the collegiate section of the Students' Army Training 
Corps will consist of the ordinary college or technical courses grouped and 
modified in such ways as are necessary to meet the needs of the War Depart- 



APPENDIX F 85 



ment. Students in colleges of Liberal Arts will have as much free election 
as it is possible to give them. Students in engineering, medical, law, and 
other professional or technical schools will pursue special curricula approved 
by the War Department. 

Members of vocational sections will pursue such subjects as auto-driving, 
auto-repair, bench woodwork, sheet metal work and electrical work, etc., in 
addition to 15^£ hours per week of military training. 

Members of both sections will attend courses on the Issues of the War. 

ADMISSION REQUIREMENTS 

7. Registrants who have a grammar school education or equivalent trade 
experience are eligible for vocational sections. Eligible registrants may be 
inducted into these sections, either by special calls issued to the Local Boards, 
or by individual voluntary induction upon application to the committee in 
Washington. For the present, candidates are advised to apply at their Local 
Boards. 

Registrants who are graduates of standard four-year secondary schools or 
have equivalent educational qualifications are eligible for collegiate sections 
and will be inducted at the institutions to which they secure admission. 
The admission requirements into the colleges, and hence into the Students' 
Army Training Corps, have been left substantially as they were. Young 
men seeking information as to how to join a collegiate unit of the corps 
should apply not to the War -Department, but to the Dean or Registrar of 
the college of their choice. 

Only registrants, physically qualified for general or limited service, are 
eligible for the Students' Army Training Corps. Except in case of certain 
specially qualified technical and professional students, registrants prior to 
September 12, 1918, of Class I, Group A (physically qualified for general 
service), are ineligible for induction into collegiate sections; but registrants 
prior to September 12, 1918, of Medical Group C (limited service) or the 
deferred classes are eligible. 

NAVY 

8. At certain specified institutions, named hereafter, a limited number 
of registrants may, upon indicating their preference, be inducted into the 
Navy or the Marine Corps. Such men will wear naval uniforms, and pay 
their own expenses individually from an allowance made to them by the 
Navy Department. The Naval and Marine Sections will attend all drills 
and exercises of the Students' Army Training Corps. 



APPENDICES 



DISTRICT HEADQUARTERS 

District Headquarters are now established as follows: 



Inspect. Officer 
and Asst. 



Maine, N. H„ Vt, Maj. W. D. Dillon. . . 
R. I., Conn., Mass Capt. L. A. Whitney. 



2. New Jersey and New Lt. Col. Barton. . . 
York Capt. R. T. King. 



3. Pa., Md., Del., Dist. Capt. Guild 

of Columbia Capt. D. Crandall. 



4. Va., N. C, S. C, Ga. Maj. C. Townei 
and Fla 1st Lt. McGill. 



5. Ky., Tenn., Ala., and Major Lang 

Miss Maj. D. M. Moore . 



6. Indiana, Ohio and Col. Converse 

West Virginia Capt. J. R. LaVigne 



7. Illinois, Mich, and Major Wygant 

Wisconsin Capt. A. T. Knight . 



N. Dak., S. Dak., Capt. McNeal 

Iowa, Nebr. and Minn. Capt. H. A. Zillman. 



9. Wyo., Colo., Kans. Major Stogsdal 

and Mo 1st Lt. D. B. Miller. 



Ark., Okla., La., and Major Applewhite 

Texas Maj. H. D. Strack 



u. Arizona, New Mex., Captain Leeds 

Calif., Nev., Utah 1st Lt. B. C. Burdick. 



Wash., Idaho, Ore., Captain Patten 

and Mont 1st Lt. J. B. Roberts. . 



1. Bus. Mgr. 

2. Coll. Dir. 

3. Voc. Dir. 

4. W. I. C. Dir. Address 

. J. D. Phillips Rogers Bldg., 491 Boylston 

. Dr: J. H. Ropes St., Boston, Mass. 

. A. L. Williston 

. C. H. Moore 

iioi Engr. Soc. Bldg., 29 W. 

. Dr. Chas. A. Richmond. 39th St., New York, N. Y. 

. F. E. Mathewson 

. W. E. Hocking 

. Fred T. Moore No. 6, Law School Bldg., 

. Dr. J. H. MacCracken.. Univ. of Pennsylvania, 

. S. A. Zweibel Philadelphia, Pa. 

. W. E. Lingelbach 

J. C. Wardlaw Tucker Bldg., Fayette and 

. Dr. E. K. Graham Martin Sts., Raleigh, N. C. 

R. W. Selvidge and L. 

A. Roy, Asst 

J. G. de R. Hamilton. . . 

Fred B. Frazier George Peabody College, 

Dr. Bruce R. Payne Nashville, Tenn. 

R. W. Selvidge and L. 

A. Roy, Asst 

M. L. Bonham 

B. U. Rannels 20 S. Third St., Columbus, 

Dr. R. M. Hughes Ohio. 

W. B. Russell 

F. S. Bogardus 

Edwin G. Cooley Lewis Institute, Madison and 

Dr. M. E. Cooley Robey Sts., Chicago, 111. 

P. B. Woodworth 

J. H. Tufts 

E. L. Somerville 315 14th Ave. S. E., Minnc- 

Dr. E. E. Nicholson apolis, Minn. 

A. A. Potter and P. H. 

Smiley, Asst 

J. S. Young 

Hale H. Cook College Bldg., 1422 Lydia 

Dr. A. Ross Hill Ave., Kansas City, Mo. 

A. A. Potter and P. H. 

Smiley, Asst 

G. H. Mead 

S. E. Gideon Univ. of Texas, University 

Dr. R. E. Vinson Sta., Austin, Texas. 

H. C. Givens 

R. P. Brooks 

W. J. Cooper Monadnock Bldg., 3d and 

Dr. R. L. Wilbur Market Sts., San Fran- 

J. E. Addicott cisco, Calif. 

J. S. P. Tatlock 

H. W. Furlong Montana Building, Helena, 

Dr. E. C. Elliott Mont. 

F. H. Shepherd 

E. E. Robinson 



APPENDIX F 



87 



COLLEGIATE SECTIONS 



ALABAMA 

ALABAMA POLYTECHNIC INSTITUTE, 

Auburn 
ALABAMA, UNIVERSITY OF, University 

BIRMINGHAM SOUTHERN COLLEGE, 

Birmingham 
HOWARD COLLEGE, Birmingham 

SPRING HILL COLLEGE, Spring Hill 

STATE NORMAL SCHOOL, Jacksonville 

STATE NORMAL SCHOOL, Troy 

TALLEDEGA COLLEGE (Colored), Talledega 

ARIZONA 

ARIZONA, UNIVERSITY OF, Tucson 



ARKANSAS 

ARKANSAS BAPTIST COLLEGE (Colored), 

Little Rock 
ARKANSAS COLLEGE, Batesville 

ARKANSAS, UNIVERSITY OF, Fayetteville 
HENDERSON-BROWN COLLEGE, Arkadelphia 
HENDRIX COLLEGE, Conway 

LITTLE ROCK COLLEGE, Little Rock 

OUACHITA COLLEGE, Arkadelphia 

PHILANDER SMITH COLLEGE (Colored), 

Little Rock 
STATE SCHOOL OF AGRICULTURE, 

Jonesboro 

CALIFORNIA 

CALIFORNIA, UNIVERSITY OF, Berkeley 
COLLEGE OF PHYSICIANS AND SUR- 
GEONS, San Francisco 
LELAND STANFORD UNIVERSITY, 

Stanford University 
LOS ANGELES STATE NORMAL, Los Angeles 
OCCIDENTAL COLLEGE, Los Angeles 

THE PACIFIC, UNIVERSITY OF, San Jose 
POMONA COLLEGE, Claremont 

REDLANDS, UNIVERSITY OF, Redlands 

SAN DIEGO JUNIOR COLLEGE, San Diego 
SANTA CLARA, UNIVERSITY OF, Santa Clara 
ST. IGNATIUS UNIVERSITY, San Francisco 
ST. MARY'S COLLEGE, Oakland 

SOUTHERN CALIFORNIA, UNIVERSITY 

OF, Los Angeles 

THROOP COLLEGE OF TECHNOLOGY, 

Pasadena 

COLORADO 

COLORADO AGRICULTURAL COLLEGE, 

Fort Collins 
COLORADO COLLEGE, Colorado Springs 

COLORADO COLLEGE OF DENTAL SUR- 
GERY, Denver 
COLORADO STATE TEACHERS COLLEGE, 
Greeley 
COLORADO, UNIVERSITY OF, Boulder 
DENVER, UNIVERSITY OF, Denver 
STATE SCHOOL OF MINES, Golden 



CONNECTICUT 

CONNECTICUT AGRICULTURAL COL- 
LEGE, Storrs 
TRINITY COLLEGE, Hartford 
WESLEYAN UNIVERSITY, Middletown 
YALE UNIVERSITY, New Haven 



DELAWARE 

DELAWARE COLLEGE, 



DISTRICT OF COLUMBIA 

CATHOLIC UNIVERSITY OF AMERICA, 

Washington 

GEORGETOWN UNIVERSITY, Washington 

GEORGE WASHINGTON UNIVERSITY, 

Washington 

HOWARD UNIVERSITY (Colored), 

Washington 

FLORIDA 

FLORIDA UNIVERSITY, Gainesville 

JOHN B. STETSON UNIVERSITY, Deland 

SOUTHERN COLLEGE, Sutherland 



GEORGIA 

ATLANTA SOUTHERN DENTAL COLLEGE, 
Atlanta 
ATLANTA UNIVERSITY (Colored), Atlanta 
EMORY UNIVERSITY, Atlanta 

GEORGIA SCHOOL OF TECHNOLOGY, 

Atlanta 
GEORGIA, UNIVERSITY OF, Athens 

MERCER UNIVERSITY, Macon 

MOREHOUSE COLLEGE (Colored), Atlanta 
NORTH GEORGIA AGRICULTURAL COL- 
LEGE, Dahlonega 
OGLETHORPE UNIVERSITY, Oglethorpe 



HAWAII 

HAWAII COLLEGE, 

IDAHO 

IDAHO UNIVERSITY, 



ILLINOIS 

ARMOUR INSTITUTE OF TECHNOLOGY, 

Chicago 
AUGUSTANA COLLEGE, Rock Island 

BRADLEY POLYTECHNIC INSTITUTE, 

Peoria 
CARTHAGE COLLEGE, Carthage 

CHICAGO COLLEGE OF DENTAL SUR- 
GERY, Chicago 
CHICAGO UNIVERSITY, Chicago 
CHICAGO VETERINARY COLLEGE, Chicago 
CRANE JUNIOR COLLEGE, Chicago 
DE PAUL UNIVERSITY, Chicago 
EUREKA COLLEGE, Eureka 
HAHNEMAN MEDICAL SCHOOL, Chicago 
HEDDING COLLEGE, Abingdon 
ILLINOIS COLLEGE, Jacksonville 
ILLINOIS UNIVERSITY, Urbana 
ILLINOIS WESLEYAN UNIVERSITY, 

Bloomington 
JAMES MILLIKEN UNIVERSITY, Decatur 
KNOX COLLEGE, Galesburg 

LAKE FORREST COLLEGE, Lake Forrest 

LEWIS INSTITUTE, Chicago 

LOMBARD COLLEGE. Galesburg 

LOYOLA UNIVERSITY, Chicago 

McKENDREE COLLEGE, Lebanon 

MONMOUTH COLLEGE, Monmouth 

NORTHWESTERN COLLEGE, Naperville 

NORTHWESTERN UNIVERSITY, Evanston 
ST. IGNATIUS COLLEGE, Chicago 

ST. VIATOR COLLEGE, Bourbonnais 

SHURTLEFF COLLEGE, Upper Alton 

WHEATON COLLEGE, Wheaton 

Y. M. C. A. COLLEGE, Chicago 



APPENDICES 



INDIANA 

BUTLER COLLEGE, Indianapolis 

CENTRAL STATE NORMAL COLLEGE, 

Danville 
DE PAUW UNIVERSITY, Greencastle 

FRANKLIN COLLEGE, Franklin 

HANOVER COLLEGE, Hanover 

HUNTINGTON COLLEGE, Huntington 

INDIANA DENTAL COLLEGE, Indianapolis 
INDIANA STATE NORMAL SCHOOL, Muncie 
INDIANA UNIVERSITY, Bloomington 

INDIANA VETERINARY COLLEGE, 

Indianapolis 
NOTRE DAME, UNIVERSITY OF, Notre Dame 
OAKLAND CITY COLLEGE, Oakland City 

PURDUE UNIVERSITY, West Lafayette 

ROSE POLYTECHNIC INSTITUTE, 

Terre Haute 
STATE NORMAL SCHOOL, Muncie 

TAYLOR UNIVERSITY, Upland 

TRI-STATE COLLEGE, Angola 

VALPARAISO UNIVERSITY, Valparaiso 

WABASH COLLEGE, Crawfordsville 

IOWA 

BUENA VISTA COLLEGE, Storm Lake 

CENTRAL COLLEGE, Pella 

COE COLLEGE, Cedar Rapids 

CORNELL. COLLEGE, Mt. Vernon 

DES MOINES COLLEGE, Des Moines 

DRAKE UNIVERSITY, Des Moines 

DUBUQUE COLLEGE, Dubuque 

DUBUQUE COLLEGE AND SEMINARY, 

Dubuque 
ELLSWORTH COLLEGE, Iowa Fall* 

GRINNELL COLLEGE, GrinneU 

IOWA STATE COLLEGE OF A. & M., Ames 
IOWA STATE TEACHERS COLLEGE, 

Cedar Falls 
IOWA, UNIVERSITY OF, Iowa City 

IOWA WESLEYAN COLLEGE, Mt. Pleasant 
LUTHER COLLEGE, Decorah 

MORNINGSIDE COLLEGE, Sioux City 

PARSONS COLLEGE, Fairfield 

SIMPSON COLLEGE, Indianola 

UPPER IOWA UNIVERSITY, Fayette 

KANSAS 

BAKER UNIVERSITY, Baldwin City 

BETHANY COLLEGE, Lindsborg 

CENTRAL COLLEGE, McPherson 

COLLEGE OF EMPORIA, Emporia 

COOPER COLLEGE, Sterling 

FAIRMONT COLLEGE, Wichita 

FORT HAYS NORMAL SCHOOL, Hays City 
KANSAS STATE AGRICULTURAL COL- 
LEGE, Manhattan 
KANSAS STATE NORMAL, Emporia 
KANSAS, UNIVERSITY OF, Lawrence 
KANSAS WESLEYAN UNIVERSITY, Salina 
MIDLAND COLLEGE, Atchison 
OTTAWA UNIVERSITY, Ottawa 
ST. MARY'S COLLEGE, St. Marys 
SOUTHWESTERN COLLEGE, Winfield 
STATE MANUAL TRAINING NORMAL 

SCHOOL, Pittsburg 

WASHBURN COLLEGE, Topeka 

KENTUCKY 

BEREA COLLEGE, Berea 

BETHEL COLLEGE, Russelville 

CENTRE COLLEGE, Danville 

EASTERN KENTUCKY STATE NORMAL 

SCHOOL, Richmond 

GEORGETOWN COLLEGE, Georgetown 

KENTUCKY, UNIVERSITY OF, Lexington 
KENTUCKY WESLEYAN COLLEGE, 

Winchester 
LOUISVILLE, UNIVERSITY OF, Louisville 



OGDEN COLLEGE, Bowling Green 

TRANSYLVANIA COLLEGE, Lexington 

WESTERN KENTUCKY STATE NORMAL 
SCHOOL, Bowling Green 

LOUISIANA 

JEFFERSON COLLEGE, Convent 

LOUISIANA COLLEGE, Pineville 

LOUISIANA INDUSTRIAL INSTITUTE, 

Ruston 
LOUISIANA STATE UNIVERSITY, 

Baton Rouge 
LOYOLA UNIVERSITY, New Orleans 

ST. CHARLES COLLEGE, Grand Coteau 

SOUTHWESTERN LOUISIANA IND. INST., 
Lafayette 
TULANE UNIVERSITY, New Orleans 

MAINE 

BATES COLLEGE, Lewiston 

BOWDOIN COLLEGE, Brunswick 

COLBY COLLEGE, Waterville 

MAINE, UNIVERSITY OF, Orono 

MARYLAND 

BALTIMORE COLLEGE OF DENTAL 

SURGERY, Baltimore 

JOHNS HOPKINS UNIVERSITY, Baltimore 
MARYLAND STATE COLLEGE OF AGRI- 
CULTURE, College Park 
MARYLAND, UNIVERSITY OF, Baltimore 
MOUNT ST. MARY'S COLLEGE, Emmettsburg 
ST. JOHN COLLEGE, Annapolis 
WASHINGTON COLLEGE Chestertown 
WESTERN MARYLAND COLLEGE, 

Westminster 

MASSACHUSETTS 

AMHERST COLLEGE, Amherst 

ASSUMPTION COLLEGE, Worcester 

BOSTON COLLEGE, Chestnut Hill 

BOSTON UNIVERSITY, Boston 

CLARK COLLEGE, Worcester 

COLLEGE OF THE HOLY CROSS, Worcester 
HARVARD UNIVERSITY, Cambridge 

INTERNATIONAL Y. M. C. A. COLLEGE, 

Springfield 
LOWELL TEXTILE SCHOOL, Lowell 

MASSACHUSETTS AGRICULTURAL COL- 
LEGE, Amherst 
MASSACHUSETTS INSTITUTE OF TECH- 
NOLOGY, Cambridge 
NORTHEASTERN COLLEGE, Boston 
TUFTS COLLEGE. Medford 
WENTWORTH INSTITUTE, Boston 
WILLIAMS COLLEGE, Williamstown 
WORCESTER POLYTECHNIC INSTITUTE, 

Worcester 

MICHIGAN 

ADRIAN COLLEGE, Adrian 

ALBION COLLEGE, Albion 

ALMA COLLEGE, Alma 

CENTRAL STATE NORMAL SCHOOL, 

Mt. Pleasant 
DETROIT COLLEGE OF MEDICINE AND 

SURGERY, Detroit 

DETROIT JUNIOR COLLEGE, Detroit 

DETROIT, UNIVERSITY OF, Detroit 

GRAND RAPIDS JUNIOR COLLEGE, 

Grand Rapids 
HILLSDALE COLLEGE, Hillsdale 

HOPE COLLEGE, Holland 

KALAMAZOO COLLEGE, Kalamazoo 

MICHIGAN AGRICULTURAL COLLEGE, 

East Lansing 
MICHIGAN COLLEGE OF MINES, Houghton 
MICHIGAN STATE NORMAL COLLEGE, 

Ypsilanti 



APPENDIX F 



MICHIGAN, UNIVERSITY OF, Ann Arbor 
NORTHERN STATE NORMAL SCHOOL, 

Marquette 
OLIVET COLLEGE, Olivet 

WESTERN STATE NORMAL SCHOOL, 

Kalamazoo 

MINNESOTA 

CARLETON COLLEGE, Northfield 

COLLEGE OF ST. THOMAS, St. Paul 

CONCORDIA COLLEGE, Moorhead 
GUSTAVUS ADOLPHUS COLLEGE, St. Peter 

HAMLINE UNIVERSITY, St. Paul 

MACALESTER COLLEGE, St. Paul 

MINNESOTA, UNIVERSITY OF, Minneapolis 

ST. OLAF COLLEGE, Northfield 

MISSISSIPPI 

MERIDIAN COLLEGE, Meridian 

MILLSAPS COLLEGE, Jackson 

MISSISSIPPI A. & M. COLLEGE, 

Agricultural College 
MISSISSIPPI COLLEGE, Clinton 

MISSISSIPPI NORMAL SCHOOL, Hattiesburg 
MISSISSIPPI, UNIVERSITY OF, University 

MISSOURI 

CENTRAL COLLEGE, Fayette 

CULVER-STOCKTON COLLEGE, Canton 

DRURY COLLEGE, Springfield 

FIRST DISTRICT STATE NORMAL 

SCHOOL, Kirksville 

KANSAS CITY DENTAL COLLEGE, 

Kansas City 
KANSAS CITY POLYTECHNIC, Kansas City 
MISSOURI SCHOOL OF MINES, Rolla 

MISSOURI, UNIVERSITY OF, Columbia 

MISSOURI WESLEYAN COLLEGE, Cameron 
PARK COLLEGE, Parkville 

ST. LOUIS UNIVERSITY, St. Louis 

STATE NORMAL SCHOOL, Cape Girardeau 
STATE NORMAL SCHOOL, Maryville 

STATE NORMAL COLLEGE, -Springfield 

STATE NORMAL SCHOOL, Warrensburg 

TARKIO COLLEGE, Tarkio 

WASHINGTON UNIVERSITY, St. Louis 

WESTERN DENTAL COLLEGE, Kansas City 
WESTMINSTER COLLEGE, Fulton 

WILLIAM JEWEL COLLEGE, Liberty 

MONTANA 

MONTANA COLLEGE OF A. & M., Bozeman 
MONTANA STATE SCHOOL OF MINES, 

Butte 
MONTANA, UNIVERSITY OF, Missoula 

MONTANA WESLEYAN COLLEGE, Helena 
MT. ST. CHARLES COLLEGE, Helena 

NEBRASKA 

BELLEVUE COLLEGE, Bellevue 

COTNER UNIVERSITY, Bethany 

CREIGHTON UNIVERSITY, Omaha 

DOANE COLLEGE, Crete 

HASTINGS COLLEGE, Hastings 

KEARNEY STATE NORMAL, Kearney 

NEBRASKA STATE NORMAL, Peru 

NEBRASKA, UNIVERSITY OF, Lincoln 

NEBRASKA WESLEYAN UNIVERSITY, 

University Place 
WAYNE NORMAL SCHOOL, Wayne 

NEVADA 

STATE UNIVERSITY OF NEVADA, Reno 

NEW HAMPSHIRE 

DARTMOUTH COLLEGE, Hanover 



NEW JERSEY 



PRINCETON UNIVERSITY, Princeton 

RUTGERS COLLEGE, New Brunswick 

STEVENS INSTITUTE OF TECHNOLOGY, 

Hoboken 

NEW MEXICO 

NEW MEXICO COLLEGE OF A. & M., 

State College 
NEW MEXICO MILITARY INSTITUTION, 

Roswell 
NEW MEXICO, UNIVERSITY OF, 

Albuquerque 

NEW YORK 

ALFRED UNIVERSITY, Alfred 

BUFFALO, UNIVERSITY OF, Buffalo 

CANISIUS COLLEGE, Buffalo 

CLARKSON COLLEGE OF TECHNOLOGY, 

Potsdam 
COLGATE UNIVERSITY, Hamilton 

COLLEGE OF DENTAL AND ORAL SUR- 
GERY OF NEW YORK. New York City 
COLLEGE OF THE CITY OF NEW YORK, 

New York City 
COLUMBIA UNIVERSITY, New York City 

COOPER UNION DAY TECHNICAL 

SCHOOL, New York City 

CORNELL UNIVERSITY, Ithaca 

FORDHAM UNIVERSITY, New York City 

HAMILTON COLLEGE, Clinton 

HOBART COLLEGE, Geneva 

MANHATTAN COLLEGE, New York City 

NEW YORK COLLEGE OF DENTISTRY, 

New York City 
NEW YORK STATE COLLEGE FOR 

TEACHERS, Albany 

NEW YORK UNIVERSITY, New York City 

NIAGARA UNIVERSITY. Niagara 

POLYTECHNIC INSTITUTE OF BROOK- 
LYN, Brooklyn 
PRATT INSTITUTE, Brooklyn 
RENSSELAER POLYTECHNIC INSTI- 
TUTE, Troy 
ROCHESTER. UNIVERSITY OF, Rochester 
ST. BONAVENTURE COLLEGE, 

St. Bonavcnture 
ST. JOHN'S COLLEGE, Brooklyn 

ST. LAWRENCE UNIVERSITY, Canton 

ST. STEPHEN'S COLLEGE, Annandale 

SYRACUSE UNIVERSITY. Syracuse 

THE LONG ISLAND COLLEGE HOSPITAL 

Brooklyn 
UNION UNIVERSITY, Schenectady 

NORTH CAROLINA 

ATLANTIC CHRISTIAN COLLEGE, Wilson 
BIDDLE UNIVERSITY (Colored), Charlotte 
CATAWBA COLLEGE. Newton 

DAVIDSON COLLEGE, Davidson 

ELON COLLEGE. Elon 

LENOIR COLLEGE, Hickory 

NORTH CAROLINA STATE COLLEGE OF 
AGRICULTURE AND ENGINEERING, 

W. Raleigh 
NORTH CAROLINA, UNIVERSITY OF, 

Chapel Hill 
SHAW UNIVERSITY (Colored), Raleigh 

TRINITY COLLEGE, Durham 

WAKE FOREST COLLEGE, Wake Forest 

NORTH DAKOTA 

FARGO COLLEGE. Fargo 

JAMESTOWN COLLEGE, Jamestown 

NORTH DAKOTA AGRICULTURAL COL- 
LEGE, Agricultural Collage 
NORTH DAKOTA, UNIVERSITY OF, 

Grand Forks 



APPENDICES 



OHIO 

ANTIOCH COLLEGE, Yellow Springs 

ASHLAND COLLEGE, Ashland 

BALDWIN-WALLACE COLLEGE, Berea 

CAPITOL UNIVERSITY, Columbus 

CASE SCHOOL OF APPLIED SCIENCE, 

Cleveland 
CINCINNATI, UNIVERSITY OF, Cincinnati 
DEFIANCE COLLEGE, Defiance 

DENISON UNIVERSITY, Granville 

ECLECTIC MEDICAL COLLEGE, Cincinnati 
FINDLAY COLLEGE, Findlay 

HEIDELBERG UNIVERSITY, Tiffin 

HIRAM COLLEGE, Hiram 

KENYON COLLEGE, Gambier 

MARIETTA COLLEGE, Marietta 

MIAMI UNIVERSITY. Oxford 

MT. UNION COLLEGE, Alliance 

MUNICIPAL UNIVERSITY OF AKRON, 

Akron 
MUSKINGUM COLLEGE, New Concord 

OBERLIN COLLEGE, Oberlin 

OHIO COLLEGE OF DENTAL SURGERY, 

Cincinnati 
OHIO NORTHERN UNIVERSITY, Ada 

OHIO STATE UNIVERSITY, Columbus 

OHIO UNIVERSITY, Athens 

OHIO WESLEYAN UNIVERSITY, Delaware 
OTTERBEIN UNIVERSITY, Westerville 

ST. IGNATIUS COLLEGE, Cleveland 

ST. MARY'S COLLEGE, Dayton 

ST. XAVIER COLLEGE, Cincinnati 

TOLEDO UNIVERSITY, Toledo 

WESTERN RESERVE UNIVERSITY, 

Cleveland 
WILBERFORCE UNIVERSITY (Colored), 

Wilberforce 
WITTENBERG COLLEGE, Springfield 

WOOSTER, COLLEGE OF, Wooster 

OKLAHOMA 

CENTRAL STATE NORMAL SCHOOL, 

Edmond 
EAST CENTRAL NORMAL SCHOOL, Ada 
HENRY KENDALL COLLEGE, Tulsa 

NORTHWESTERN NORMAL SCHOOL, Alva 
OKLAHOMA A. & M. COLLEGE, Stillwater 
OKLAHOMA, UNIVERSITY OF, Norman 

PHILIPS UNIVERSITY, Enid 

SOUTHEASTERN STATE NORMAL 

SCHOOL, Durant 

SOUTHWESTERN NORMAL SCHOOL, 

Weatherford 

OREGON 

NORTH PACIFIC COLLEGE OF DEN- 
TISTRY, Portland 
OREGON AGRICULTURAL COLLEGE, 

Corvallis 
OREGON, UNIVERSITY OF, Eugene 

REED COLLEGE, Portland 

WILLAMETTE UNIVERSITY, Salem 

PENNSYLVANIA 

ALBRIGHT COLLEGE, Myerstown 

ALLEGHENY COLLEGE, Meadville 

BUCKNELL UNIVERSITY, Lewisburg 

CARNEGIE INSTITUTE OF TECHNOL- 
OGY, Pittsburgh 
DICKINSON COLLEGE, Carlisle 
DREXEL INSTITUTE, Philadelphia 
DUQUESNE UNIVERSITY OF THE HOLY 

GHOST, Pittsburgh 

FRANKLIN AND MARSHALL COLLEGE, 

Lancaster 
GENEVA COLLEGE. Beaver Falls 

GROVE CITY COLLEGE. Grove City 

HAHNEMANN MEDICAL COLLEGE, 

Philadelphia 



JEFFERSON MEDICAL COLLEGE, 

Philadelphia 
LAFAYETTE COLLEGE. Easton 

LEBANON VALLEY COLLEGE, Annville 

LEHIGH UNIVERSITY, South Bethlehem 

LINCOLN UNIVERSITY (Colored), Chester 
MANSFIELD STATE NORMAL, Mansfield 

MORAVIAN COLLEGE, Bethlehem 

MUHLENBERG COLLEGE, Allentown 

PENNSYLVANIA COLLEGE, Gettysburg 

PENNSYLVANIA MILITARY COLLEGE, 

Chester 
PENNSYLVANIA STATE COLLEGE, 

State College 
PENNSYLVANIA, UNIVERSITY OF, 

Philadelphia 
PHILADELPHIA TEXTILE SCHOOL, 

Philadelphia 
PITTSBURG, UNIVERSITY OF, Pittsburgh 
ST. JOSEPH'S COLLEGE, Philadelphia 

STATE NORMAL SCHOOL, East Stroudsburg 
STATE NORMAL SCHOOL, Indiana 

SUSQUEHANNA UNIVERSITY, Selinsgrove 
SWARTHMORE COLLEGE, Swarthmore 

TEMPLE UNIVERSITY, Philadelphia 

THIEL COLLEGE, Greenville 

URSINUS COLLEGE, Collegeville 

VILLANOVA COLLEGE, Villanova 

WASHINGTON AND JEFFERSON COL- 
LEGE, Washington 
WAYNESBURG COLLEGE, Waynesburg 
WEST CHESTER STATE NORMAL, 

West Chester 
WESTMINISTER COLLEGE, New Wilmington 

PORTO RICO 

COLLEGE OF AGRICULTURE AND ME- 
CHANIC ARTS, Mayaguez 
PORTO RICO, UNIVERSITY OF, San Juan 

RHODE ISLAND 

BROWN UNIVERSITY, Providence 

RHODE ISLAND STATE COLLEGE, Kingston 

SOUTH CAROLINA 

CLEMSON AGRICULTURAL COLLEGE, . 

Clemson 
COLLEGE OF CHARLESTON, Charleston 

ERSKINE COLLEGE, Greenville 

FURMAN UNIVERSITY, Greenville 

NEWBERRY COLLEGE, Newberry 

PRESBYTERIAN COLLEGE OF SOUTH 

CAROLINA, Clinton 

SOUTH CAROLINA MEDICAL COLLEGE, 

Charleston 
SOUTH CAROLINA, UNIVERSITY OF, 

Columbia 
THE CITADEL, THE MILITARY COLLEGE 

OF SOUTH CAROLINA, Charleston 

WOFFORD COLLEGE, Spartanburg 

SOUTH DAKOTA 

DAKOTA WESLEYAN UNIVERSITY, 

Mitchell 
HURON COLLEGE, Huron 

SOUTH DAKOTA SCHOOL OF MINES, 

Rapid City 
SOUTH DAKOTA STATE COLLEGE OF 

A. & M., Brookings 

SOUTH DAKOTA, UNIVERSITY OF, 

Vermillion 
YANKTON COLLEGE, Yankton 

TENNESSEE 

CARSON AND NEWMAN COLLEGE, 

Jefferson City 
CHATTANOOGA, UNIVERSITY OF, 

Chattanooga 
CUMBERLAND UNIVERSITY, Lebanon 



APPENDIX F 



EAST TENN. STATE NORMAL, Johnson City 
FISK UNIVERSITY (Colored), Nashville 

GEORGE PEABODY COLLEGE FOR 

TEACHERS, Nashville 

KING COLLEGE, Bristol 

KNOXVILLE COLLEGE (Colored), Knoxville 
LINCOLN MEMORIAL COLLEGE, 

Cumberland Gap 
MARYVILLE COLLEGE Maryville 

MEHARRY MEDICAL COLLEGE (Colored), 

Nashville 
MIDDLE TENNESSEE STATE NORMAL, 

Murfreesboro 
MILLIGAN COLLEGE, Milligan 

SOUTHWESTERN PRESBYTERIAN UNIV., 

Clarksville 
TENNESSEE POLYTECHNIC INSTITUTE, 

Cookville 
TENNESSEE MEDICAL AND DENTAL 

INSTITUTE, Cookville 

TENNESSEE, UNIVERSITY OF, Knoxville 
TUSCULUM COLLEGE, Greenville 

UNION UNIVERSITY, Jackson 

UNIVERSITY OF THE SOUTH, Sewanee 

VANDERBILT UNIVERSITY, Nashville 

WEST TENNESSEE STATE NORMAL 

SCHOOL, Memphis 

TEXAS 

ABILENE CHRISTIAN COLLEGE, Abilene 
A & M COLLEGE OF TEXAS, College Station 
ALEXANDER COLLEGE, Jacksonville 

AUSTIN COLLEGE, Sherman 

BAYLOR UNIVERSITY, Waco 

BISHOP COLLEGE (Colored), Marshall 

BURLESON COLLEGE, Greenville 

DECATUR COLLEGE, Decatur 

EAST TEXAS STATE NORMAL SCHOOL, 

Commerce 
HOWARD PAYNE COLLEGE, Brownwood 

MARSHALL, COLLEGE OF, Marshall 

MERIDIAN COLLEGE, Meridian 

NORTH TEXAS STATE NORMAL COL- 
LEGE, Denton 
RICE INSTITUTE, THE, ' Houston 
SAM HOUSTON STATE NORMAL INSTI- 
TUTE, Huntsyille 
SIMMONS COLLEGE, Abilene 
SOUTHERN METHODIST UNIVERSITY, 

Dallas 
SOUTHWEST TEXAS NORMAL, San Marcos 
SOUTHWESTERN UNIVERSITY, Georgetown 
TEXAS CHRISTIAN UNIVERSITY, 

Fort Worth 
TEXAS MILITARY COLLEGE, Terrell 

TEXAS, UNIVERSITY OF, Austin 

TRINITY UNIVERSITY, Waxahachie 

WAYLAND COLLEGE, Plainview 

WESLEY COLLEGE, Greenville 

WEST TEXAS MILITARY ACADEMY. 

San Antonio 
WEST TEXAS NORMAL, Canyon 

WILEY UNIVERSITY (Colored), Marshall 

UTAH 

AGRICULTURAL COLLEGE OF UTAH, 

Logan 
BRIGHAM YOUNG UNIVERSITY, Provo 

UTAH, UNIVERSITY OF, Salt Lake City 

VERMONT 

MIDDLEBURY COLLEGE, Middlebury 

NORWICH UNIVERSITY, Northfield 

UNIVERSITY OF VERMONT AND STATE 
AGRICULTURAL COLLEGE, Burlington 



VIRGINIA 

EASTERN COLLEGE, Manassas 

EMORY AND HENRY COLLEGE, Emory 

HAMPDEN-SIDNEY COLLEGE, 

Hampden-Sidney 
MEDICAL COLLEGE OF VIRGINIA, 

Richmond 
RANDOLPH-MACON COLLEGE, Ashland 

RICHMOND COLLEGE, Richmond 

ROANOKE COLLEGE, Salem 

VIRGINIA, UNIVERSITY OF, Charlottesville 
VIRGINIA A. & M. AND POLYTECHNIC 

INSTITUTE, Blacksburg 

VIRGINIA CHRISTIAN COLLEGE, 

Lynchburg 
VIRGINIA MILITARY INSTITUTE, 

Lexington 
VIRGINIA UNION UNIVERSITY (Colored), 

Richmond 
WASHINGTON AND LEE, Lexington 

WILLIAM AND MARY COLLEGE, 

Williamsburg 

WASHINGTON 

COLLEGE OF PUGET SOUND, Tacoma 

GONZAGA UNIVERSITY, Spokane 

STATE COLLEGE OF WASHINGTON, 

Pullman 
WASHINGTON STATE NORMAL COL- 
LEGE, Cheney 
WASHINGTON, UNIVERSITY OF, Seattle 
WHITMAN COLLEGE, Walla Walla 

WEST VIRGINIA 

BETHANY COLLEGE, Bethany 

DAVIS AND ELKINS COLLEGE, Elkins 

WEST VIRGINIA WESLEYAN COLLEGE, 

Buckhannon 
WEST VIRGINIA, UNIVERSITY OF, 

Morgantown 

WISCONSIN 

BELOIT COLLEGE, Beloit 

CAMPION COLLEGE, Prairie du Chien 

CARROLL COLLEGE, Waukesha 

LACROSSE STATE NORMAL SCHOOL, 

LaCrosse 
LAWRENCE COLLEGE, Appleton 

MARQUETTE UNIVERSITY, Milwaukee 

MILTON COLLEGE, Milton 

MILWAUKEE STATE NORMAL SCHOOL, 

Milwaukee 
OSHKOSH STATE NORMAL SCHOOL, 

Oshkosh 
RACINE COLLEGE, Racine 

RIPON COLLEGE, Ripon 

RIVER FALLS STATE NORMAL SCHOOL, 

River Falls 
SCHOOL OF ENGINEERING, Milwaukee 

STATE NORMAL SCHOOL, Eau Claire 

STATE NORMAL SCHOOL, Platteville 

STATE NORMAL SCHOOL, Stevens Point 

STATE NORMAL SCHOOL, Superior 

STATE NORMAL SCHOOL, Whitewater 

STOUT INSTITUTE, Menominee 

WISCONSIN, UNIVERSITY OF, Madison 



WYOMING 

WYOMING, UNIVERSITY OF, 



APPENDICES 



VOCATIONAL SECTIONS 



ALABAMA 

ALABAMA POLYTECHNIC INSTITUTE, 

Auburn 
ALABAMA, UNIVERSITY OF, Tuscaloosa 
TUSKEGEE INSTITUTE (Colored), Tuskegee 

ARKANSAS 

ARKANSAS, UNIVERSITY OF, Fayetteville 
BRANCH NORMAL SCHOOL (Colored), 

Pine Bluff 

ARIZONA 

ARIZONA, UNIVERSITY OF, Tucson 

CALIFORNIA 

CALIFORNIA, UNIVERSITY OF, Berkeley 
CALIFORNIA SCHOOL OF MECH. ARTS, 

San Francisco 
LOS ANGELES STATE NORMAL SCHOOL, 

Los Angeles 
OAKLAND TECHNICAL HIGH SCHOOL, 

Oakland 
POLYTECHNICAL SCHOOL OF ENGI- 
NEERING, Oakland 
LOS ANGELES HIGH SCHOOL, Los Angeles 

CONNECTICUT 

YALE UNIVERSITY, New Haven 

COLORADO 

COLORADO COLLEGE, Colorado Springs 

COLORADO STATE AGRICULTURAL 

COLLEGE, Fort Collins 

COLORADO, UNIVERSITY OF, Boulder 

DELAWARE 

DELAWARE COLLEGE, Newark 

DISTRICT OF COLUMBIA 

BLISS ELECTRICAL SCHOOL, Washington 
HOWARD UNIVERSITY (Colored), 

Washington 

FLORIDA 

FLORIDA, UNIVERSITY OF, Gainesville 

FLORIDA A. & M. (Colored), Tallahassee 

GEORGIA 

ATLANTA UNIVERSITY (Colored), Atlanta 
GEORGIA SCHOOL OF TECHNOLOGY, 

Atlanta 
GEORGIA, UNIVERSITY OF, Athens 

GEORGIA STATE INDUSTRIAL SCHOOL 
(Colored), Savannah 

IDAHO 

IDAHO SCHOOL OF TECHNOLOGY, 

Pocatello 
IDAHO, UNIVERSITY OF, Moscow 

ILLINOIS 

ARMOUR INSTITUTE OF TECHNOLOGY, 

Chicago 
BRADLEY POLYTECHNIC INSTITUTE, 

Peoria 
CHICAGO BOARD OF EDUCATION 

(Phillips), Chicago 

CHICAGO BOARD OF EDUCATION 

(Brennan), Chicago 

CHICAGO BOARD OF EDUCATION 

(Harrison), Chicago 

CHICAGO BOARD OF EDUCATION 

(Old S. Div. H. S.), Chicago 

CHICAGO, UNIVERSITY OF, Chicago 



LEWIS INSTITUTE, Chicago 

LOYAL ORDER OF MOOSE, Mooseheart 

NORTHWESTERN UNIVERSITY, Evanston 

INDIANA 

INDIANA UNIVERSITY, Bloomington 

INDIANAPOLIS CHAMBER OF COM- 
MERCE, No. i, Indianapolis 
INDIANAPOLIS CHAMBER OF COM- 
MERCE, No. 2, Indianapolis 
INDIANAPOLIS CHAMBER OF COM- 
MERCE, No. 3, Indianapolis 
INDIANAPOLIS CHAMBER OF COM- 
MERCE, No. 4, Indianapolis 
INTERLAKEN SCHOOL, Rolling Prairie 
PURDUE UNIVERSITY, West Lafayette 
RICHMOND COMMERCIAL CLUB, Richmond 
ROSE POLYTECHNIC INSTITUTE, 

Terre Haute 
VALPARAISO UNIVERSITY, Valparaiso 

WARSAW CHAMBER OF COMMERCE, 

Warsaw 

IOWA 

IOWA A. & M. COLLEGE, Ames 

IOWA, UNIVERSITY OF, Iowa City 

SIOUX CITY HIGH SCHOOL, Sioux City 

DES MOINES COLLEGE, Des Moines 

KANSAS 

FORT HAYS NORMAL SCHOOL, Hays City 
KANSAS STATE AGRICULTURAL COL- 
LEGE, Manhattan 
KANSAS, UNIVERSITY OF, Lawrence 
WESTERN UNIVERSITY (Colored), Quindaro 

KENTUCKY 

KENTUCKY, UNIVERSITY OF, Lexington 

LOUISIANA 



MAINE 

MAINE, UNIVERSITY OF, Orono 

MARYLAND 

MARYLAND STATE AGRICULTURAL 
COLLEGE, College Park 

MASSACHUSETTS 

FRANKLIN UNION, Boston 

NEWTON SCHOOL BOARD, Newton 

SPRINGFIELD TECHNICAL H. S., Springfield 
TUFTS COLLEGE, Medford 

WENTWORTH INSTITUTE, Boston 

MICHIGAN 

MICHIGAN SCHOOL OF MINES, Houghton 
MICHIGAN AGRICULTURAL COLLEGE, 

East Lansing 
MICHIGAN, UNIVERSITY OF, Ann Arbor 

MINNESOTA 

DUNWOODY INDUSTRIAL INSTITUTE, 

Minneapolis 

MINNEOSTA, UNIVERSITY OF (Agri.), 

St. Paul 

MINNESOTA., UNIVERSITY OF (Eng.), 

Minneapolis 

MISSISSIPPI 

MISSISSIPPI A. & M. COLLEGE, Starkville 



APPENDIX F 



MISSOURI 

MISSOURI SCHOOL OF MINES, Rolla 

MISSOURI, UNIVERSITY OF, Columbia 

RAHE AUTO SCHOOL, Kansas City 

ST. LOUIS BOARD OF EDUCATION, 

St. Louis 
SWEENEY AUTO SCHOOL, Kansas City 

WASHINGTON UNIVERSITY, St. Louis 

MONTANA 

MONTANA STATE A. & M. COLLEGE, 

Bozeman 
MONTANA, UNIVERSITY OF, Missoula 

NEBRASKA 

NEBRASKA, UNIVERSITY OF, Lincoln 

NEVADA 
NEVADA, UNIVERSITY OF, Reno 

NEW HAMPSHIRE 

DARTMOUTH COLLEGE, Hanover 

NEW HAMPSHIRE STATE COLLEGE OF 
A. & M. ARTS, Durham 

NEW JERSEY 

BAYONNE BOARD OF EDUC, Bayonne 

DICKINSON HIGH SCHOOL, Jersey City 

ESSEX CO. VOCATIONAL H. S. W. Orange 

NEWARK BOARD OF EDUC. Newark 

NEW MEXICO 

NEW MEXICO A. & M. STATE COLLEGE 

NEW YORK 

BUFFALO BOARD OF EDUC. Buffalo 

CLARKSON COLLEGE OF TECHNOLOGY, 

Potsdam 
COLLEGE OF THE CITY OF NE.W YORK, 

New York 
COLUMBIA UNIVERSITY, New York 

CORNELL UNIVERSITY, Ithaca 

NEW YORK STATE COLLEGE FOR 

TEACHERS, Albany 

NEW YORK UNIVERSITY, New York 

OSWEGO NORMAL SCHOOL, Oswego 

ROCHESTER A. & M. INSTITUTE, Rochester 
SAUNDERS TRADE SCHOOL, Yonkers 

SYRACUSE UNIVERSITY, Syracuse 

TROY CENTRAL HIGH SCHOOL, Troy 

VOCATIONAL SCHOOL FOR BOYS, 

New York 

NORTH CAROLINA 

NEGRO A. & T. COLLEGE (Colored), 

Greensboro 
NORTH CAROLINA COLLEGE OF A. & 
M. ARTS, W. Raleigh 

NORTH DAKOTA 

NORTH DAKOTA AGRICULTURAL COL- 
LEGE, Fargo 
NORTH DAKOTA SCHOOL OF MINES, 

Grand Forks 

OHIO 

CINCINNATI BOARD OF EDUCATION, 

Cincinnati 
CINCINNATI, UNIVERSITY OF, Cincinnati 
COMBINED NORMAL AND IND. (Colored), 

Wilberforce 
MUNICIPAL UNIVERSITY OF AKRON, 

Akron 
OHIO MECHANICS INSTITUTE, Cincinnati 
TOLEDO UNIVERSITY, Toledo 

OKLAHOMA 

OKLAHOMA, UNIVERSITY OF, Norman 



OREGON 

BENSON POLYTECHNIC INSTITUTE, 

Portland 
OREGON STATE AGRICULTURAL COL- 
LEGE, Corvallis 

PENNSYLVANIA 

BOWMAN TECHNICAL SCHOOL, Lancaster 
CARNEGIE INSTITUTE OF TECHNOL- 
OGY, Pittsburgh 
ERIE SCHOOL BOARD, Erie 
LAFAYETTE COLLEGE, Easton 
LEHIGH UNIVERSITY, South Bethlehem 
PENNSYLVANIA STATE COLLEGE, 

State College 
PITTSBURGH, UNIVERSITY OF, Pittsburgh 
POLISH NATIONAL ALLIANCE COL- 
LEGE, Cambridge Springs 
SPRING GARDEN INST. Philadelphia 

RHODE ISLAND 



SOUTH CAROLINA 

CLEMSON AGRICULTURAL COLLEGE, 

Clemson 
SOUTH CAROLINA STATE A. & M. COL- 
LEGE (Colored), Orangeburg 
SOUTH CAROLINA, UNIVERSITY OF, 

Columbia 

SOUTH DAKOTA 

SOUTH DAKOTA SCHOOL OF MINES, 

Rapid City 
SOUTH DAKOTA STATE A. & M. COL- 
LEGE, Brookings 
SOUTH DAKOTA, UNIVERSITY OF, 

Vermillion 

TENNESSEE 

FISK UNIVERSITY (Colored), Nashville 

MIDDLE TENNESSEE STATE NORMAL, 

Murfreesboro 
TENNESSEE POLYTECHNIC INSTITUTE, 

Cookeville 
TENNESSEE, UNIVERSITY OF, Knoxville 

TEXAS 

PRAIRIE VIEW NORMAL, Prairie View 

TEXAS A. & M. COLLEGE, College Station 

TEXAS, UNIVERSITY OF, Austin 

UTAH 

UTAH AGRICULTURAL COLLEGE, Logan 
UTAH, UNIVERSITY OF, Salt Lake City 

VERMONT 

VERMONT, UNIVERSITY OF, Burlington 

VIRGINIA 

HAMPTON INSTITUTE (Colored), Hampton 
RICHMOND CITY SCHOOL BOARD, 

Richmond 
VIRGINIA POLYTECHNIC INST., Blacksburg 
VIRGINIA, UNIVERSITY OF, Charlottesville 

WASHINGTON 

MODERN AUTO SCHOOL, Spokane 

WASHINGTON STATE COLLEGE, Pullman 

WISCONSIN 

BELOIT COLLEGE, Beloit 

WISCONSIN, UNIVERSITY OF, Madison 

WEST VIRGINIA 

WEST VIRGINIA, UNIVERSITY OF, 

Morgantown 



Appendix G 



List of persons engaged with the Committee on Education and Special 
Training on or before November 11, 1919. 



w 


Abbett, Emma M. 


M 


Borst, L. I. 


A 


Ackermann, Hilda 


M 


Boyd, Elizabeth J. 


V 


Addicott, Helen B. 


B 


Boyd, Kathleen 


V 


Addicott, J. E. 


V 


Bozell, H. V. 


M 


Albert, Lucille M. 


M 


Bradley, M. J. 


B 


Albino, Mary M. 


C 


Breed, C. B. 


M 


Alderson, Maud L. 


V 


Bresnahan, E. E. 


V 


Allingham, Lucille 


M 


Bridge, Mrs. Fredrika 


M 


Allison, Carrie E. 


T 


Bridge, James W. 


C 


Almstedt, H. B. 


M 


Briscoe, Major C. H. 


c 


Almy, F. F. 




Brooks, Rosa 


V 


Anderson, Lorene 


W 


Brooks, R. P. 


A 


Angell, J. R. 


B 


Brougher, Marie 


B 


Antletz, E. L. 


M 


Brown, Dr. S. A. 


B 


Armstrong, Hortense 


B 


Bubb, Mrs. J. B. 


M 


Arnold, Lt. Col. H. D. 


B 


Buchanan, Mary S. 


W 


Aydelotte, Prof. Frank 


M 


Buell, Major J. H. 


M 


Bacon, Leona 


M 


Buechley, Florence 


M 


Bailey, Capt. W. E. 


B 


Burgess, Jeannette 


B 


Baker, Mrs. T. J. 


V 


Burghardt, H. D. 




Balding, Edith M. 


c 


Bugbee, Edward E. 


B 


Baldwin, Miss E. M. 


B 


Byrne, Mary H. 


C 


Barr, Anna F. - 


C 


Caldwell, Hugh H. 


B 


Barr, Mary C. 


c 


Campbell, Margaret C. 


C 


Bartlett, Marj. D. 


M 


Cardozo, M. W. 


B 


Batts, Bertha 


B 


Carey, Thomas F. 


C 


Beck, E. W. 


V 


Carman, K. V. 


B 


Bell, Mrs. M. B. 


M 


Carnahan, Mrs. A. M. 


B 


Bennett, Marguerite 


A 


Capen, Dr. Samuel P. 


C 


Bird, James P. 


V 


Carnahan, D. O. 


C 


Bird, R. M. 


M 


Carr, Edna 


B 


Bixler, Mary 


B 


Carrigan, Jesse H. 


C 


Black, A. D. 


B 


Carter, Ada 


M 


Black, L. E. 




Cassell, Daisy I. 


M 


Blessman, Theodora 


C 


Castleman, Mary M. 


B 


Bloodworth, Mildred R. 


V 


Chase, Julian C. 


M 


Board, Eileen 


V 


Clark, F. A. 


W 


Bogardus, F. S. 


M 


Clark, Lt. Col. Grenville 


V 


Boland, F. W. 




Clark, J. B. 


W 


Bonham, M. L. 


V 


Coles, Mrs. E. M. 


T 


Bonney, Robert B. 


T 


Collicott, J. G. 


T 


Book, Wm. F. 


B 


Collins, Adelaide 




Note: 




M — Military Department 




A — Advisory Board 




T — Division of Educational Tests 




B — Business Department 




V — Vocational Section 




C — College Section 




W — War Aims Section 



96 


APPENDICES 




V 


Collyer, Norman 


M 


Extrom, Clara 


B 


Commers, Leanore 


V 


Extrom, Mildred 


A 


Condon, Randall J. 


B 


Faasfe, H. 


V 


Conner, S. L. 


V 


Ferris, C. W. 


B 


Converse, H. S. 


V 


Field, W. S. 


V 


Converse, Dorothy B. 


B 


Fielding, Gert. R. 


B 


Conway, Eunice 


C 


Fife, Robert H. 




Cook, H. H. 


C 


Fisher, Anna E. 


B 


Cooley, E. G. 


C 


Fisher, Eliz. E. 


C 


Cooley, Mortimer E. 


B 


Fisher, F. R. 


B 


Cooper, Wm. J. 


V 


Fitzgerald, Mrs. Grayce 


V 


Corcoran, T. M. 


B 


Floerke, Alma L. 


T 


Cox, Prof. H. W. 


M 


Floerke, Edna 


V 


Croft, Terrill 


C 


Ford, Lester R. 


V 


Crolius, Lacy 




Floren, Louise 


M 


Crosby, Willye 


C 


Fountain, C. R. 


B 


Crosier, Loula 


A 


Fraser, Marg. T. 


B 


Cross, Nanna G. 


A 


Frayne, Hugh 


M 


Cullerr, Etalka 


B 


Frazier, Fred. B. 


M 


Curry, Beatrice 


B 


Freedman, Julia 


V 


Daggett, P. H. 




Friel, Kath. M. 


B 


Dallas, R. E. 


B 


Freund, Camille E. 




Damon, L. T. 


B 


Frisbee, Vivian V. 


M 


Dansereau, Clara W. 


M 


Frothingham, Maj. R. H. 


B 


Danis, Daisy 




Frye, Dorothy 


V 


Dayhuff, Reta 




Furlong, H. W. 


B 


Delaney, Vida 


M 


Fury, Marie 


B 


DeMarcus, Grace 


B 


Gallaher, Flora 


B 


Diab, Mrs. Edna R. 


V 


Gebhardt, L. N. 


T 


Dickson, Virgil E. 


B 


Gideon, S. C. 


V 


Dieckman, W. H. 


V 


Givens, Fanny 


A 


Dietz, J. W. 


V 


Givens, H. C. 


C 


Dodge, Raymond 


V 


Goodrich, Wallace 


V 


Dooley, C." R. 


C 


Graham, Edw. K.(Dec) 


B 


Doty, H. B. 


B 


Grone, Eleanor S. 


V 


Doughty, C. H. 


C 


Grant, D. L. 


M 


Drews, Alma 


B 


Gray, W. R. 


B 


Dudley, H. M. 


B 


Graves, Marian 


M 


Duell, Helen 


C 


Greer, V. K. 


V 


Dunlap, Calvin H. 


V 


Gregg, Ida 


c 


Duval, E. P. R. 


B 


Gregory, Dollie E. 


- 


Dwight, Eliz. 


C 


Gregory, H. E. 


M 


Ellis, J. R. 


V 


Griggs, Hazel 


C 


Elliott, Edward C. 


M 


Grobe, Ida 


B 


Emerich, Fred. E., Jr. 


C 


Guilday, Rev. Peter 


B 


Emerson, K. B. 


B 


Guy, Mrs. M. E. 


B 


Enyeart, Ruth 


B 


Habbe, Edith 


V 


Evans, Fred. H. 


M 


Hagan, Wilhemina 




Everett, Ella 




Hand, Jno. M. 


C 


Espenshade, A. H. 


M 


Heagy, Elizabeth 





APPENDIX G 


97 


B 


Hall, Agnes 


C 


Jones, E. D. 


B 


Haley, Curtis B. 


V 


Jones, Helen M. 


B 


Hall, Edward K. 


V 


Jones, R. A. 


B 


Hall, Henry B. 


V 


Johnson, Sidney 


B 


Hall, Sallie Drew 


V 


Jordan, A. L. 


M 


Halsey, Geo. D. 


M 


Jordan, A. M. 


W 


Hamilton, J. G. De R. 


M 


Joy, Maj. J. S. 


B 


Hamilton, Mrs. Laura 


B 


Kane, Nora 


B 


Hancock, Lydia 


B 


Keir, Malcolm 


B 


Hanson, Frank 


T 


Kelley, Truman L. 


T 


Harding, C. Francis 


M 


Kent, W. A. 




Harris, Charlotte 


B 


Ketcham, Ruth M. 


B 


Harris, F. J. 


M 


King, Mrs. C. G. 


B 


Hartford, Ernest 


T 


King, Leo H. 


V 


Harnett, E. E. 




Knight, E. W. 


C 


Haskell, M. W. 




Knox, Agatha 


C 


Haskins, C. H. 


T 


Kohlrausch, Dorethea 


V 


Hatt, W. K. 


B 


Kolbe, Frank F. 




Hawley, Ruth 


C 


Koos, Leonard V. 


V 


Hayes, Lt. R. S. 


V 


Ladd, W. M. 


T 


Heck, W. H. 


B 


Lally, F. J. 


V 


Helfrich, H. J. 


B 


Lamb, Francis P. 


M 


Helm, Lt. Chas. A. 


M 


Lambert, Lt. P. J. 


C 


Hicock, Estelle 




Lang, Nell W. 


B 


Hiestand, Edgar W. 


B 


Lang, F. R. 


C 


Hill, A. Ross 


B 


Lantell, Catherine 


B 


Hilton, Henry H. 


C 


Lantman, E. E. 




Hobson, A. W: 


V 


Leavell, Capt. R. A. 


W 


Hocking, W. E. 


M 


Leeming, Capt. J. H. 


V 


Hoke, G. W. 


B 


Lee, Grace 


c 


Holmes, Henry W. 


B 


Lee, Lizzie 




Holroyd, Fred 


V 


Le Favour, R. M. 




Hood, Clara A. 


C 


Lambeth, Dr. Wm. A. 


B 


Hoppe, Dora 


B 


Leonard, Hera M. 


M 


Howe, Mrs. V. C. 


C 


Leonard, Johathon 


M 


Hudgins, Mrs. E. S. 


B 


LeRoy, Ida B. 


M 


Huey, Lt. G. W. 


C 


Lester, C. E. 


C 


Hughes, Raymond M. 


V 


Lewis, E. E. 


B 


Hull, Dorothy 


M 


Lewis, Helen M. 


M 


Hulbert, Harriett 


M 


Lewis, Maj. T. K. 


B 


Hunnewell, F. W. 


M 


Lingley, C. R. 


M 


Hunter, Mrs. Madge 


M 


Lindenkohl, Josephine 




Hutchins, Irene 


B 


Lingelbach, W. E. 


C 


Inglis, Alexander J. 


B 


Lipscomb, Mary 


C 


Isaacs, Charles A. 


B 


Lloyd, Mrs. H. 


M 


Isakson, N. M. 


M 


Lockwood, Ida 


C 


James, A. C. 


A 


Lough, W. H. 


B 


Jamieson, Grace 


V 


Luscomb, H. H. 


V 


Jansky, C. M. 


V 


Lynch, Francis G. 


B 


Jenkins, Linda 


C 


McCracken, J. H. 



98 



APPENDICES 



c 
w 

M 
M 
C 
V 

c 



T 
V 
A 
C 
B 
C 
V 
C 
C 
W 

M 
C 
B 
B 

B 
C 

M 
B 
W 

W 

B 

B 

M 

W 

C 

B 

C 

M 

C 

B 

V 

V 

C 
C 
T 



McConaghy, Mrs. M. 
McCulloch, A. J. 
McDonald, E. D. 
McDonald, Grace 
McDonald, Mary C. 
McKibben, F. P. 
McNally, Margaret 
Maclaurin, Dr. R. C. 
MacKenzie, Isabelle 
Maddox, Ada M. 
Maphis, C. G. 
Maffett, L. H. 
Mann, Dr. C. R. 
Marshall, Marie 
Martin, Ivah 
Martin, Helen G. 
Mathewson, F. E. 
Matheson, K. G. 
Matthews, E. J. 
Mead, G. H. 
Meade, Richard J. 
Meras, Maj. A. A. 
Meredith, A. B. 
Mertz, Thelma 
Michas, B. 
Miller, Carol 
Miller, Esther 
Miller, G. A. 
Milner, Frank D. 
Mitchell, Maj. R. J. 
Moody, Francis 
Moore, Clifford H. 
Moore, Fred T. 
Moore, John W. 
Moreland, Mrs. Annie 
Motley, E. 

Mulford, Capt. Joseph 
Mundell, Mrs. 
Munro, Major W. B. 
Murphy, Agnes 
Murphy, Cyril R. 
Murray, Margaret 
Murray, Catherine 
Nelson, Zella 
Newby, E. R. 
Newman, Mildred E. 
Nichol, Pansy E. 
Nicholson, Edward E. 
Nicholson, F. W. 
Norris, Gertrude 



W 
C 

w 

M 
M 



M 
M 
C 
C 

c 

A 
M 
C 
C 

c 

M 

M 

W 

B 

V 

V 

M 
B 
V 
B 
M 
V 
V 
B 
B 

B 
B 
B 
V 
V 

B 
B 
B 
B 
M 



Norwood, Myrtle 
Notestein, Wallace 
Nudd, Capt. Howard W. 
Olds, Leland 
Orr, Gertrude 
Orton, Major Wm. R. 
O'Sullivan, Anne 
O'Toole, Mary V. 
Pacovici, Sadie 
Parks, Ruth A. 
Parham, Lt. W. W. 
Parsons, G. K. 
Payne, Bruce R. 
Pearson, Henry G. 
Pearson, R. A. 
Peer, Major Sherman 
Pegram, Geo. B. 
Pepper, Steven C. 
Perkins, Paul F. 
Perrizo, Gladys 
Perry, Major R. B. 
Pero, Mrs. H. T. 
Perry, W. H. 
Phillips, J. D. 
Phelps, Edwin 
Phenix, George P. 
Pilgrim, Mrs. Ella 
Pope, Sadie 
Postlethwait, A. G. 
Potter, A. A. 
Potts, Charlotte T. 
Powell, Mrs. Mazie 
Pratt, Jas. A. 
Preissig, Vojtech 
Proctor, Lucille 
Prophet, W. B. 
Pugh, Helen E. 
Querry, Florence P. 
Ramsey, Olive 
Ramer, Mrs. G. B. 
Ranck, Dr. E. M. 
Randall, J. A. 
Rannels, B. N. 
Rathe, Miss Mary M. 
Read, Mary 
Read, Etta 
Read, Gladys 
Rees, Gen. R. I. 
Reitell, Chas. 
Reidy, M. F. 



APPENDIX G 



M Reinhart, Louise 

A Reymond, Mrs. Jessie C. 

C Richmond, Charles A. 

C Richmond, Francis C. 

Riegel, Jno. W. 
M Riley, Capt. J. B. 

W Riker, Prof. T. W. 

V Ritter, Paula 
Robins, Emily J. 

W Robinson, E. E. 

B Robinson, Florence M. 

C Robinson, Philip E. 

B Robinson, Viola M. 

T Roemer, Joseph 

Roling, Norma 
C Root, Ralph E. 

C Ropes, James H. 

Ross, Daisy 

V Roy, L. A. 

B Roy, Rosa B. 

V Russell, W. B. 
T Ryan, H. H. 

T Sackett, Robert L. 

C Sage, Mrs. Mary S. 

B Salier, E. A. 

B Sakrison, C. A. 

B Saunders, Marian 

Schaufler, Rose ' 
A Schneider, Herman 

B Schwenson, Louise 

M Schoor, Captain 

C Scott, Austin W. 

B Seavey, Fred. W. 

B Selvidge, R. W. 

Semelbeck, Emma L. 

V Seward, Doris 

V Shane, A. 

B Shaunessy, Leo 

B Shaw, Margaret 

B Shaw, Anna M. 

C Shaw, Wilford B. 

M Sheerine, M. E. 

V Shelby, J. G. 
Sheldon, W. W. 

V Shepherd, F. H. 
B Sherman, Mary 

Sherwood, K. B. 
Shotwell, Prof. Jas. 
Sieber, Anton 
B Shugrue, Martin J. 



c 


Skillman, D. B. 


M 


Slaalien, Anna 


V 


Smiley, Paul H. 


B 


Smith, C. B. 


B 


Smith, Andrew H. 


B 


Smith, M. Rena 


V 


Smith, R. R. 


C 


Smyser, W. E. 


B 


Snover, Mrs. B. M. 


M 


Somers, A. L. 




Somerville, E. L. 


M 


Sotherland, M. 




Spawn, Luta 


V 


Spelman, Timothy M. 


C 


Spence, M. L. 


B 


Stanhope, Bessie F. 


B 


Stein, Beatrice C. 


M 


Steel, Mrs. Elsie 


M 


Sterling, Gladys 


B 


Stevenson, W. F. 


M 


Stevenson, Isabelle 


M 


Steward, G. S. B. 


B 


Stewart, Fred. 


C 


Stillman, J. M. 




Stocks, Arthur 


B 


Stofels, Clara B. 


C 


Stout, S. E. 


C 


Swan, Thomas W. 


C 


Swartzel, Karl 




Tabler, Mrs. L. V. 


B 


Tag, Florence 


T 


Tanner, Corine 


c 


Tarbell, Arthur W. 


B 


Tarrant, Ellen 


C 


Taylor, Mary M. 


W 


Tatlock, J. S. 


C 


Telleen, Ruth 


M 


Terry, Bert 


T 


Terman, Lewis M. 


B 


Thomas, Mrs. Gladys 


M 


Thompson, Maj. F. H. 


T 


Thornburg, Z. C. 


T 


Thorndike, Edw. L. 


B 


Tillett, Bessie 


M 


Timberlake, Mary Ben 


V 


Timbie, W. H. 


M 


Tolbert, Major B. A. 


B 


Tolson, Clyde A. 


B 


Tolson, Hillory A. 




Trekell, Alice 



APPENDICES 



w 


Tufts, J. H. 


c 


Turneaure, F. E. 


B 


Tuttle, Charles C. 


T 


Twiss, Geo. R. 


B 


Van Dyke, Mrs. M. 


V 


Verschoor, C. A. 


T 


Vinal, A. C. 


C 


Vinson, R. E. 


B 


Von Eiff, Mildred 




Walker, H. L. 




Walker, Hazel Moore 


C 


Walker, J. C. 


B 


Walker, T. R. 


C 


Walsh, Edmund A. 


C 


Walster, H. L. 


B 


Walton, lone 




Wardlaw, J. C. 


V 


Warner, Gladys 


B 


Weaver, Elizabeth 


B 


Welsh, Marie Scott 


M 


Wells, Lois 


M 


Wells, M. 


C 


Wendell, G. V. 


B 


Whaley, Camille 


B 


Wheeler, Orville (dec. 


V 


White, C. L. 


M 


Webb, Bonnie E. 


C 


Whitefield, Jay 



T 

B 

M 
C 
V 
V 
V 
V 

w 

B 
V 
C 
M 
V 
M 
T 
C 



W 

M 

C 

M 

V 

V 



Wickenden, Wm. E. 
Widen, Hilda C. 
Wieman, Bess 
Wigmore, Col. J. H. 
Wilbur, Ray L. 
WU1, Horace R. 
William, W. T. B. 
Williston, A. L. 
Wilson, Alta 
Wingback, Mary D. 
Wolford, Mrs. Florence 
Woodward, Bessie 
Woodworth, P. B. 
Woodworth, L. M. 
Woody, Lieut. Mel. 
Work, W. R. 
Wood, Leona 
Wright, Charles 
Wright, Joseph 
Wright, Mae 
Yocum, Effie 
Young, J. S. 
Young, Helen 
Zeigel, W. H. 
Zinger, H. E. 
Zweibel, Olive W. 
Zweibel, S. A. 



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Appendix H 

Washington, September 24, 1918. 

ADMINISTRATION MEMO. NO. 16 

I. GENERAL 

1. Naval and Marine Sections of the Students' Army Training Corps have 
been authorized at certain designated institutions, which are listed herein. 

2. Commanding Officers of Students' Army Training Corps units will 
exercise tact and discretion in unusual situations which may arise through 
the necessity of administering in one command detachments of enlisted men 
assigned to the Army, the Navy and to the Marine Corps. 

3. While the Naval and Marine Corps Sections will be under the general 
command of the Army officer assigned as commanding officer of the Students' 
Army Training Corps unit, Naval and Marine Corps officers and noncom- 
missioned officers assigned to institutions where Naval or Marine Corps Sec- 
tions are authorized, will attend to matters of administration, and discipline 
and training pertaining to their enlisted personnel. 

4. If the Navy and Marine Corps representatives have not arrived by 
October 1st at institutions where Naval or Marine Corps sections have been 
authorized the commanding officer will so notify the Committee without 
delay. 

II. MARINE CORPS SECTIONS 

1. Marine officers and noncommissioned officers, if practicable, will be 
detailed to all colleges which have been assigned quotas of students for the 
organization of Marine Sections in the Students' Army Training Corps. 
Marine officers thus detailed will be charged with the duties of the administra- 
tion, training, and discipline of the Marine Sections. 

2. At institutions where no Marine officer is detailed in command of the 
Marine Section of the Students' Army Training Corps, the commanding officer 
of the Students' Army Training Corps will be the representative for the 
Marine Corps. 

3. The Marine Section will follow, in general, the same course of instruc- 
tion and training as outlined for the Students' Army Training Corps by the 
War Department in directions to commanding officers of the Students' Army 
Training Corps. 

4. The Marine Section shall be subject to orders of the commanding officer 
in matters of discipline. It is expected that the officer in charge of the Marine 
Section and the commanding officer of the Students' Army Training Corps 
will cooperate to the fullest extent in all matters concerning discipline and 
routine of instruction. 

5. Members of the Marine Section will receive the pay, commutation of 

105 



106 APPENDICES 

quarters, rations, heat, and light allowances as prescribed for enlisted men of 
the Marine Corps. They will be messed and quartered with the Students' Army 
Training Corps or in such manner as the commanding officer shall prescribe. 
From their pay and allowances, they will pay for their lodging, subsistence, 
and tuition. Such payments will be based on the per diem rate contained in 
contract between the Army and the institution. 

6. The members of the Marine unit will be in the status of enlisted men 
of the Marine Corps and will wear the prescribed uniform of their rank. 
Uniforms and clothing will be obtained from the nearest depot of supplies, 
recruiting station, or marine barracks. 

7. All rifles and military equipment will be issued to the Marine Section 
by the Commanding Officer of the Students' Army Training Corps. 

8. The accounts and service records of members of Marine Corps Sections 
will be kept by the Marine officer in charge at the institution where the Marine 
Section is located. 

9. Students eligible for induction (see Administration Memo. No. 9) who 
desire to enroll in the Marine Section of the Students' Army Training Corps 
at the institutions which have been assigned Marine Sections will make ap- 
plication to the Marine officer in charge or the Marine representative at the 
respective institutions for voluntary induction into the Marine Corps. 

10. The educational prerequisite for all applicants desiring to be inducted 
into the Marine Corps at the designated institutions is the presentation of 
conclusive proof to the Marine officer in charge showing that their academic 
standing is that of sophomore, i.e., they must have successfully completed 
one year of standard collegiate work. 

11. Prior to October 1st, medical officers of the Navy and the officers in 
charge of the Marine Sections will examine applicants as to their physical and 
educational qualifications. The final decision in regard to an application for 
induction into the Marine Section will rest with the Marine officer in charge. 
The decision will rest with the representative of the Marine Corps, in the 
absence of the Marine officer in charge. 

12. The number of students inducted into the Marine Section will not 
exceed the quota assigned the institution without permission from Head- 
quarters, Marine Corps, transmitted through the Committee on Education 
and Special Training. 

13. In the following institutions Marine Sections of the Students' Army 
Training Corps will be organized: 

Strength of Marine Unit 

Leland-Standard, Jr., Univ. 110 

Georgia School of Technology 100 

Harvard University 120 

University of Minnesota 110 



APPENDIX H 



Cornell University i? 

University of Washington 160 

University of Texas 10 ° 

Yale University 10 ° 

University of Kansas 140 

University of Wisconsin I 90 

Virginia Military Institute 10 ° 

University of North Carolina 100 

14 Judging from reliable information of the probable number of students 

who will apply for enrollment, it is evident that the list of institutions and 

the strength of the quotas assigned to each will have to be revised from time 

to time. 

III. NAVAL SECTION 

1 At institutions where no Naval officer is on duty in command of the 
Naval Section of the Students' Army Training Corps, the commanding officer 
of the Students' Army Training Corps will be the Navy Departments rep- 
resentative. All members of the Naval Section will be subject to the routine 
established by the commanding officer of the Students' Army Training Corps, 
and they shall attend all military drills and exercises, subject to the orders of 
the commanding officer. 

2. The commanding officer shall supervise the course of instruction ana 
shall submit such reports and recommendations as the Navy Department 
may request from time to time. Prior to October 1st, a representative of the 
Navy Department will be present at the institution for the purpose of mak- 
ing the necessary arrangements with the commanding officer and the college 
authorities in order to be prepared to enroll the Naval Section on October 

1st. The account and service records shall be kept by the Commandant of 

the Naval District in which the institution is located. 

3. Students enrolled in the Navy will receive clothing outfits from the 
Naval District Commandant. The District Commandant will handle this in 
a manner similar to the methods already in use for the care of men on de- 
tached duty. 

4. In matters of discipline members of the Naval Section shall be subject 
to all orders of the commanding officer. Minor infractions of the regulations 
of the unit may be punished in the usual manner, by restriction of privileges, 
etc. Serious infractions of the Naval regulations shall be reported to the Com- 
mandant of the Naval District for action. 

5. Members of the Naval Section will wear the uniform of their rating in 
the Navy. 

6. There are a few members of the Naval Reserve who, by former regula- 
tions are permitted to continue their studies in college until graduation. 
These Reservists are required to join the Naval Section of the Students' 



108 APPENDICES 

Army Training Corps, and shall be subject to the same regulations promul- 
gated for the control of students voluntarily inducted into the Navy on 
October 1st under this memorandum. 

7. The Navy Department will not make contracts with the institutions 
but will give the members of the Naval Section of the Students' Army Train- 
ing Corps an allowance sufficient to cover the cost of the men's lodging, 
subsistence and tuition. This allowance shall be based on the per diem rate 
contained in the contract between the Army and the institution. 

8. Students eligible for induction (See Administration Memo. No. 9) de- 
siring to enroll in the Naval Section of the Students' Army Training Corps 
at the specified institutions which have been assigned Naval quotas, shall 
make application to the Navy Department representative, present at the 
institution, for voluntary induction into the Navy. 

9. Application shall be considered in the order in which filed and applicants 
shall, upon satisfactorily meeting the physical requirements for entry in the 
Navy, on October 1st be voluntarily inducted into the Naval Reserve Force 
as Apprentice Seamen. An enrolling officer of the Navy will be present at 
the institution prior to October 1st for the purpose of perfecting arrangements 
for making the induction on October 1st, 1918, in accordance with the regula- 
tions agreed upon by the War Department and Navy Department. The 
number inducted in any institution shall not exceed quota assigned to the 
institution, without the permission of the Navy Department. 

10. Students inducted into the Reserve Force, shall be placed on active 
duty pay and shall be allowed a sufficient sum to pay the cost of their lodging, 
subsistence and tuition, but this allowance shall not exceed two dollars per 
day. This allowance shall be at the same per diem rate as contained in the 
contract in existence between the institution and the War Department. The 
Naval Reservist students will make their own arrangements with the institu- 
tion as the Navy Department will not enter into contracts with the institu- 
tions. 

11. At institutions where there is no Naval officer, the representative of 
the Navy Department shall be the Army officer in command. 

12. The curricula for the Naval Section students shall be based on a term 
of three ^months similar to that followed by the Students' Army Training 
Corps, and shall be preparatory for the line; and basic engineering courses 
shall be established to meet the engineering needs of the Navy. Instructions 
as to curricula will be issued by the Navy Department, through the Com- 
mittee on Education and Special Training of the War Department, from time 
to time. 

13. The following institutions are assigned quotas for the strength of the 
Naval Section of the Students' Army Training Corps. As these institutions 



APPENDIX H 



are selected and quotas are assigned from estimates of the probable enrolled 
student body it is evident that the list will have to be adjusted from time to 
time when reliable information becomes available. The quota shall in no 
case be exceeded except by special permission of the Navy Department trans- 
mitted through the Committee on Education and Special Training. 



ALABAMA University of Alabama, University, Ala. 

CALIFORNIA Leland Stanford Junior University, 

Stanford University, Cal. 
University of California, Berkeley, Cal. 
University of Southern California, Los Angeles, Cal. 

COLORADO University of Colorado, Boulder, Col. 

University of Denver, Denver, Col. 

CONNECTICUT Yale University, New Haven, Conn. 

DISTRICT OF Georgetown University, Washington, D. C. 

COLUMBIA George Washington University, Washington, D. C. 

FLORIDA University of Florida, Gainesville, Fla. 

GEORGIA Georgia School of Technology, Atlanta, Ga. 

Emory University, Atlanta, Ga. 
University of Georgia, Athens, Ga. 

ILLINOIS Armour Institute of Technology, Chicago, 111. 

Northwestern University, Evanston, 111. 
University of Illinois, Urbana, 111. 
University of Chicago, Chicago, 111. 

INDIANA Indiana State University, Bloomington, Ind. 

Purdue University, Lafayette, Ind. 
University of Notre Dame, Notre Dame, Ind. 

IOWA University of Iowa, Iowa City, Iowa 

Iowa State College of A. & M., Ames, la. 

KANSAS University of Kansas, Lawrence, Kansas 

KENTUCKY State University of Kentucky, Lexington, Ky. 

LOUISIANA Louisiana State University, Baton Rouge, La. 

Tulane University, New Orleans, La. 

MAINE University of Maine, Orono, Maine 

Bowdoin College, Brunswick, Maine 

MARYLAND Johns Hopkins University, Baltimore, Md. 

MASSACHUSETTS Boston University, Boston, Mass. 

College of the Holy Cross, Worcester, Mass. 

Harvard University, Cambridge, Mass. 

Mass. Institute of Technology, Cambridge, Mass. 



50 



100 
500 
100 

60 
50 

600 

100 
50 

50 

150 

50 

100 

50 
100 
400 
200 

50 
200 
100 

100 
100 

200 

200 

50 
50 

50 
50 

50 

50 

60 

400 

400 



APPENDICES 



Worcester Poly. Inst., Worcester, Mass. 50 

Williams College, Williamstown, Mass. 50 

Tufts College, Tufts, Mass. 100 

MICHIGAN Michigan Ag. College, East Lansing, Mich. 50 

University of Detroit, Detroit, Mich. 50 

University of Michigan, Ann Arbor, Mich. 500 

MINNESOTA University of Minnesota, Minneapolis, Minn. 100 

MISSISSIPPI Mississippi A. & M. College, Starkville, Miss. 100 

MISSOURI St. Louis University, St. Louis, Mo. 50 

University of Missouri, Columbia, Mo. 150 

Washington University, St. Louis, Mo. 50 

NEBRASKA University of Nebraska, Lincoln, Neb. 150 

NEW HAMPSHIRE Dartmouth College, Hanover, N. H. 50 

New Hampshire College, Durham, N. H. 50 

NEW JERSEY Princeton College, Princeton, N. J. 250 

Stevens Institute of Technology, Hoboken, N. J. 200 

NEW YORK Colgate University, Hamilton, N. Y. 50 

College of the City of N. Y., N. Y. 200 

Pratt Institute, Brooklyn, N. Y. 50 

Rensselaer Poly. Inst. Troy, N. Y., 100 

Syracuse University, Syracuse, N. Y. 150 

University of Buffalo, Buffalo, N. Y. 50 

Columbia University, New York, N. Y. 300 

Cornell University, Ithaca, New York 150 

Fordham University, New York, N. Y. 50 

NORTH N. Carolina State College, W. Raleigh, N. C. 50 

CAROLINA The University of N. Carolina, Chapel Hill, N. C. 50 

OHIO Case School of Applied Science, Cleveland, O. 80 

Ohio Northern University, Ada, O. 50 

Ohio University, Athens, Ohio 50 

Ohio State University, Columbia, O. 50 

University of Cincinnati, Cincinnati, O. 100 

Western Reserve University, Cleveland, O. 100 

OKLAHOMA University of Oklahoma, Norman, Okla. 80 

OREGON* Oregon Agriculture College, Cornwallis, Ore. 100 

University of Oregon, Eugene, Ore. 50 

PENNSYLVANIA Carnegie Institute of Technology, Pittsburgh, Pa. 150 

Lafayette College, Easton, Pa. 50 

Lehigh University, S. Bethlehem, Pa. 60 

Pennsylvania State College, State College, Pa. 200 

University of Pennsylvania, Philadelphia, Pa. 500 

University of Pittsburgh, Pittsburgh, Pa. 100 



APPENDIX H 



RHODE ISLAND Brown University, Providence, R. I. 

SOUTH CAROLINA Clemson College, Clemson College, S. C. 

TENNESSEE University of Tennessee, Knoxville, Tenn. 

TEXAS Baylor University, Waco, Tex. 

Texas A. & M. College, College Sta., Tex. 
University of Texas, Austin, Texas 

VERMONT University of Vermont, Burlington, Vt. 

VIRGINIA University of Virginia, University, Va. 

Virginia Polytechnic Institute, Blacksburgh, Va. 

WEST VIRGINIA West Virginia University, Morgantown, W. Va. 

WASHINGTON University of Washington, Seattle, Wash. 
Washington State College, Pullman, Wash. 

WISCONSIN Marquette University, Milwaukee, Wis. 

University of Wisconsin, Madison, Wis. 

By direction of the Committee: 



200 

70 

50 

100 
100 
150 

50 

50 
50 

60 

700 
60 

60 
300 



CHESLEIGH H. BRISCOE, 

Major, Inf., U. S. A., 
Ass't. Executive Officer. 



Appendix I 

CURRICULA 

The following instructions and suggestions are transmitted to educational 
institutions maintaining collegiate sections of units of the Students' Army 
Training Corps for their guidance and consideration: 

INTRODUCTORY 

1. The reorganization of curricula to meet the requirements of war train- 
ing is obviously a problem which requires a period of constructive exper- 
imentation at educational institutions, in close cooperation with the War 
Department. It is not the War Department's desire to prescribe for each 
and all of the several hundred approved educational institutions a rigid and 
fixed curriculum, drawn without reference to the varying facilities and re- 
sources of these institutions. 

On the other hand a certain amount of prescription is imperative for the 
reason that members of the Students' Army Training Corps units at all 
educational institutions must be prepared to meet specific and uniform army 
tests and requirements. 

The suggestions contained in this circular are therefore to be regarded as 
tentative only, and subject to change as need may dictate. A general con- 
formance to the tenor of the suggestions is advised, but this policy should not 
be permitted to deaden the initiative of the individual institution or its 
teachers. 

CURRICULUM 

2. The curriculm of each institution should be worked out by its Faculty 
under the conditions stated below. 

TERMS 

3. All curricula are to be based on quarterly courses with terms of 12 
weeks each, including examination periods. It is desirable that each term 
be a unit in itself, as students of appropriate age may be withdrawn at the 
end of any term. 

TEACHING STAFF AND METHODS OF INSTRUCTION 

4. The large number of incoming students and the shortness of their stay 
in college make it of the utmost importance to use all available teaching 
power efficiently and economically. In most of the essential and allied sub- 
jects it will be necessary to form a large number of small sections with the 
co-operation of teachers whose subjects are temporarily omitted or depleted. 
It may also be necessary to omit subjects in which the attendance falls be- 



ii 4 APPENDICES 

low a certain limit. With due regard to the provisions of paragraph 5 below, 
care should be taken that the instruction is so planned as to distribute the 
load which must come upon individual departments and teachers, thus avoid- 
ing a "peak load" at any point. 

PROGRAMS OF STUDENTS ACCORDING TO AGE GROUPS 

5. As students who have reached the age of 20 (on September 12, 1918), 
whether previously in college or not, may have but a single term of twelve 
weeks in college, they should devote practically their entire time to the es- 
sential subjects listed in accordance with special Programs A, B, C, D, E 
below. 

As students who have reached the age of 19 (on September 12, 1918), 
whether previously in college or not, may have two terms of twelve weeks 
in college, they should complete the essential subjects in two terms. 

For all other students, whether previously in college or not, curricula 
should be prepared so that the essential subjects may be distributed over three 
terms. The remaining time will be available for such additions from the 
list of allied subjects as may be selected by their respective educational 
institutions. 

So far as the necessary emphasis on age brings students of different 
academic maturity into the same subjects, some variation of treatment may 
be necessary and it is suggested that this be provided for in the arrangement 
of the sections mentioned in paragraph 4 above. 

ALLIED SUBJECTS 

6. The allied subjects which may be taught by educational institutions 
and from which election may be made by members of the Students' Army 
Training Corps are as follows: English, French, German, Italian, Math- 
ematics, Physics, Chemistry, Biology, Psychology, Geology, Geography, 
Topography and Map Making, Meteorology, Astronomy, Hygiene, Sanitation, 
Descriptive Geometry, Mechanical and Freehand Drawing, Surveying, 
Economics, Accounting, History, International Law, Military Law, and Gov- 
ernment. 

Permission may be granted for the recognition, as an allied subject, of not 
more than one subject outside the above list provided that it occupies not 
more than three hours per week in lectures and recitations with correspond- 
ing time for study. 

Not all of these allied subjects are required or expected to be taught 
at every educational institution. Each institution, in making a selection of 
allied subjects to be taught, should choose only those which it is fully 
equipped to offer. 

Some allied subjects, it should be noted, are required subjects in certain 
program of study indicated below. 



APPENDIX I 



ESSENTIAL SUBJECTS 

7. The following subjects (in addition to the prescribed military instruc- 
tion) should be included in the program of every member of the Students' 
Army Training Corps who is preparing to become an infantry or artillery 
officer and who has not already had equivalent training: War Issues,* Mil- 
itary Law and Practice, Hygiene and Sanitation, Surveying and Map Making. 

PROGRAMS OF STUDY FOR MEN TWENTY YEARS OF AGE OR OVER 

8. The different branches of the service for which preparation is sought 
may be grouped as follows: 

Group I. Infantry, Field Artillery, Heavy (Coast) Artillery (Program A). 

Group II. Air Service (Program B). 

Group III. Ordnance and Quartermaster Service (Program C). 

Group IV. Engineer Corps, Signal Corps and Chemical Warfare Service 

(Program D). 
Group V. Motor Transport and Truck Service (Program E). 

PROGRAM A 

Group I. Infantry, Field Artillery, Heavy (Coast) Artillery. Single 

Term of 12 Weeks. Hours per week (including labora- 

tory work and supervised study). 

Military Instruction 11 hours 

War Issues (or its equivalent) 9 " 

Military Law and Practice 9 " 

Sanitation and Hygiene 9 " 

Surveying and Map Making 12 " 

Unassigned 3 " 



Total 53 hours 

The course on Surveying and Map Making implies previous study of plane 
trigonometry. Those who have had no such preparation may, however, de- 
vote their unassigned hours to such work in elementary trigonometry as can 
be given in connection with the course on Surveying. Other students may 
devote this unassigned time, it is suggested, to French (especially if they 
have already studied French) or to further study in connection with the War 
Issues course, or to such supplementary study as may be deemed expedient. 
Before entering the Field or Heavy (Coast) Artillery on the basis of the 
above program it is desirable that a student should have had a course in 
Mathematics such as is outlined in the primary general program set forth in 
the Special Descriptive Circular on Mathematics (C. b. 2) but he will not 

* Educational institutions, with the approval of the District Educational Director, may excuse from 
the course on War Issues those members of the Students* Army Training Corps (i) who have had or are 
taking a similar course even though not identical in every detail, or (2) who have already had at least 
two years of work of collegiate grade in an approved institution and who should be required to con- 
centrate the whole of their time on advanced studies. See the Special Descriptive Circulars on War 
Issues (C.e.12 and C.e.13). 



n6 APPENDICES 

necessarily be debarred from entrance to this Corps through deficiency in 
this respect. If he has had work in Surveying or the mathematical prepara- 
tion described above, but not both, he should take whichever of the two he 
lacks. 

PROGRAM B 

Group II. Air Service. Single term of 12 weeks. 

Hours per week (including labora- 
tory work and supervised study). 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Military Law and Practice 9 " 

Map Reading and Navigation 12 " 

Elementary Physics 12 " 



Total 53 hours 

PROGRAM C 

Group III. Ordnance Corps and Quartermaster Corps. Single term of 
12 weeks. 

Hours per week (including labora- 
tory work and supervised study). 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Military Law and Practice 9 " 

For Quartermaster Corps 
The major portion of the remaining time 
should be devoted to Economics, Ac- 
counting, Business Management, Statis- 
tics, Transportation and Commerce; the 
balance to Allied Subjects 24 " 

For Ordnance Corps 

Physics 12 " 

Modern Ordnance 3 " 

Business Management 6 " 

Unassigned 3 " 

(Program C is appropriate for limited service men as well as for full ser- 
vice men. Full service men who require a greater amount of scientific prepara- 
tion for the Ordnance Corps should secure it in an engineering school.) 

PROGRAM D 

Group IV. Engineer Corps, Signal Corps, Chemical Warfare Service. 
Single term of 12 weeks. 

Engineer Corps. — An approved program in any branch of engineering 
studies. See the Special Bulletin on Programs in Engineering 
(C. b. 26). 
Signal Corps. — An approved program of studies in electrical engineer- 
ing. See Ibid. 
Chemical Warfare Service. — An approved program of chemical en- 



APPENDIX I 



gineering or chemical technology. See the special Bulletins on 
Chemistry and Chemical Engineering (C. b. 28) and on Ceramic 
Chemistry and Ceramic Chemistry Engineering (C. b. 28a). 

PROGRAM E 

Group V. Motor Transport and Truck Service. — Single term of 12 weeks. 

Hours per week (including labora- 
tory work and supervised study). 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Military Law and Practice 9 " 

Subjects chosen from the list of Allied 

Subjects 24 " 



Total 53 hours 

PROGRAM OF STUDY FOR MEN WHO ARE NINETEEN YEARS OF AGE 

9. For students 19 years of age, who may reasonably be expected to con- 
tinue their work at an educational institution for two terms, no definite pro- 
grams are prescribed, but the following suggestions are given in order that 
educational institutions may work out suitable programs for themselves. 

ALL GROUPS 

Two terms of 12 weeks each. 

Hours per week (including labora- 
tory work and supervised study). 

Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Additional subjects from the list of 

Allied Subjects 33 " 

During either the first or second term, 
all the subjects prescribed for students 
in any group (see par. 8) must be in- 
cluded in the programs of those who are 
preparing for that group, e. g., if a 
student is preparing for Group II, he 
must include among his subjects all 
those prescribed in Program B, dis- 
tributing these subjects in either term 
as may be deemed expedient. 



Total 53 hours 

PROGRAM OF STUDY FOR MEN WHO ARE EIGHTEEN YEARS OF AGE 

10. For students 18 years of age, who may reasonably be expected to 
continue their work at educational institutions for three terms, no definite 
programs are prescribed, but the following suggestions are given in order 
that educational institutions may work out suitable programs for themselves. 



APPENDICES 



ALL GROUPS 

Three terms of 12 weeks each. 



Hours per week (including labora- 
tory work and supervised study). 



Military Instruction 11 hours 

War Issues (or equivalent) 9 " 

Additional Subjects from the list of 
Allied Subjects 33 

During the first, second or third 
term, all the subjects prescribed for 
students in any group (see par. 8) 
must be included in the programs of 
those who are preparing for that 
group, e.g., if a student is preparing 
for the Infantry, Field Artillery, or 
Heavy (Coast) Artillery, he must 
cover all the subjects included in Pro- 
gram A, distributing these subjects 
among the three terms as may be 
deemed expedient. 



Total 53 hours 

In general a subject chosen from the list of allied subjects and taken in 
the first term should be continued during the second and third terms by 
those who continue during these terms. 

It is suggested that Surveying and Map Making should, in part at least, 
be included in the first term wherever climatic conditions preclude field 
work during the second term. Otherwise it should be preceded by Plane 
Trigonometry and Logarithms. 

Those who are preparing for special service in the Field or Heavy (Coast) 
Artillery, involving unusual mathematical preparation, should be enabled, 
if possible, to include Analytic Geometry and Probability in addition to 
Trigonometry in their programs. See the Special Descriptive Circular on 
Mathematics (C.b.2). 

The conditions which prevail with respect to the calling of men at various 
ages will demand unusual care in the arrangement of programs so as to 
preserve continuity of progress and to avoid a disjointed presentation of 
groups of allied subjects. 

BRIEF DESCRIPTION OF SUBJECTS 

11. The following brief descriptions may indicate the nature of those 
subjects that do not at present seem to call for more precise outlines. 



APPENDIX I 



MILITARY LAW AND PRACTICE 

(a) This course should treat of three related subjects: Military Law, 
International Military Customs and Army Administration. Military Law 
comprises a study of the military status of the individual, registration, en- 
listment, induction and transfer; the procedure of general, special and sum- 
mary courts-martial; the laws governing army personnel and the penalties 
for infraction. International Military Customs will treat of the fundamental 
difference between the military organization of our Allies and our own 
country to such an extent as would be immediately needed by the American 
soldier on overseas duty. 

Army Administration is a study of army organization, accountability and 
responsibility for property, army correspondence and all army forms for 
men and materials such as those for rations, commutation and travel. This 
last-named part of the course should take for the most part the form of 
actual practice in army paper work. 

SURVEYING AND MAP MAKING 

(b) This course is intended to give the student familiarity with the 
usual surveying instruments and their uses, and to train him sufficiently to 
make him a reliable topographical surveyor of limited areas. He should 
receive a thorough drill in topographical map-reading with special reference 
to the scales and contour intervals used in the United States and French 
Army maps and to the physical features of military importance. He should 
be able rapidly and accurately to solve problems in orientation, visibility, 
and the layout of routes of travel for troops. 

For prospective infantry officers a study of trench and entanglement con- 
struction should be given as an introduction to the course in field engineering 
practice which they will receive at an Officers' Training Camp. 

HYGIENE AND SANITATION 

(c) This course should include the following topics: Physical fitness, 
personal and public sanitation, parasitism and microbes, the sources and 
modes of infection, the disposal of excreta and waste matter, sewage dis- 
posal, camp cleanliness, water supply on the march and in camp, field dis- 
infection and Alteration, storage of water, camp sites, soil and drainage, 
sanitation of foods, nutrition, disease, isolation and disinfection, vaccine and 
sera, tuberculosis, venereal diseases, mental hygiene, personal hygiene, air 
and health, ventilation of barracks and ships, drugs and stimulants, vital 
statistics, civil and military health organization, the care of wounds, etc. 

MAP READING AND NAVIGATION 

(d) This course should be focussed upon the interpretation of topo- 
graphical maps, particularly United States and French war maps. The 
student should become thoroughly familiar with all scales of maps and be 



120 APPENDICES 

able to convert ordinary scales into the metric and graphical scales. This 
course should be replete with problem work, such as laying out courses of 
flight in still air and with wind blowing from different directions, the com- 
putation of speed of the airplane over the ground under these conditions. 
These latter involve the use of "drift" of the airplane. The subject of Plane 
Sailing will form a basis for this latter work. The student should also be 
able to identify the polar stars and other typical constellations and be 
familiar with their positions at different times of the day at different seasons. 

ELEMENTARY PHYSICS 

(e) This course is dealt with in the special descriptive circular on 
Physics (C.b.ll), and comprises the first term (12 weeks) of the curriculum 
there outlined. 

MODERN ORDNANCE 

(f) This should be, for the most part, a course of information in the 
nomenclature of modern small arms, artillery and their ammunition. It 
should also include the accoutrement of soldiers in the different services. 

BUSINESS MANAGEMENT 

(g) This course should cover the more important topics usually covered 
in courses on the subject at colleges of business administrations, including 
the principles of business organization, the location, layout and equipment 
of plant, efficiency systems and records, employment problems, purchasing 
and storage, requisition systems and shop management. See the special 
descriptive circular on Economics (C.b.4), Course Ha. 

SPECIAL DESCRIPTIVE CIRCULARS 

12. Special descriptive circulars containing outlines of courses in the 
following subjects are distributed to educational institutions at which col- 
legiate sections of Students' Army Training Corps units have been estab- 
lished : 

Accounting, Chemistry, Economics, English, French, Geology and Geog- 
raphy, Meteorology, German, Government, History, Hygiene and Sanitation, 
International Law, Mathematics, Physics, Psychology, Surveying, Topog- 
raphy and Map Making, War Issues. 

13. Special bulletins containing information with reference to approved 
programs of instruction in technical and professional schools are distributed 
to these institutions. 

MISCELLANEOUS SUGGESTIONS 

14. The following suggestions on miscellaneous matters are submitted 
to educational institutions for their guidance or consideration : 

(a) The eleven hours per week of military instruction will ordinarily 
comprise eight hours of military drill (including physical exercises), two 



APPENDIX I 



hours of theoretical military instruction and one hour of inspection. The 
military program will probably involve Reveille at 6.40 A. M. and Taps 

at 10 P. M. ' . 

(b) Provision will be made for two hours devoted to supervised study 
each evening, suitable rooms and supervision to be provided by the educa- 
tional institutions. 

(c) Members of the S. A. T. C. will be marched to and from their class- 
rooms and study rooms. The Commanding Officer will be directed to have 
the men reach their classrooms at the exact hour appointed for the beginning 
of lectures or recitations. 

(d) Instructors are urged to require that members of the S. A. T. C, 
when reciting in the classroom, shall stand at attention and shall speak with 
clearness and decision. Instructors should require that enunciation be dis- 
tinct and the pronunciation of words correct. The possession of these 
qualities of speech is regarded as of military importance. 

(e) Enquiries concerning the interpretation of provisions in this General 
Circular should be made to the District Educational Director, Collegiate 

Section. . , 

Committee on Education and Special Training. 
By R. C. Maclaurin, 
Educational Director, Collegiate Section. 
September 25, 1918. 



Appendix J 

Washington, September 10, 1918. 

FROM: The Committee on Education and Special Training. 

TO: Institutions where Units of the Students' Army Training Corps are located. 

SUBJECT: Course on the Issues of the War. 

NOTE — This Memorandum supersedes the tentative instructions on this 
subject dated August 27, 1918, and distributed at Fort Sheridan and Platts- 
burg. The only changes from the original Memorandum are contained in 
paragraphs 2, 6, 8 and 10, and these changes are not such as to disturb 
plans made on the basis of the original Memorandum, 

PURPOSE 

1. The Committee on Education and Special Training of the War 
Department has decided to include as an integral part of the work of all 
members of the Students' Army Traing Corps a course on the remote and 
immediate causes of the war and on the underlying conflict of points of view 
as expressed in the governments, philosophies and literatures of the various 
States on both sides of the struggle. The purpose of this course is to enhance 
the morale of the members of the Corps by giving them an understanding of 
what the war is about and of the supreme importance to civilization of the 
cause for which we are fighting. 

MODIFICATION OF EXISTING COURSES 

2. In a great many colleges and universities such courses have already 
been established and these courses can be continued with only such changes 
in content and organization as are necessary to make them conform to the 
requirements of the War Department and to the necessity for uniform train- 
ing of officer material. The statement in the regulations of the Students' 
Army Training Corps on this subject is as follows : 

"The program of study in allied subjects must include a course on the 
underlying issues of the war. This may be planned as a special War 
Issues Course with a minimum of 3 class-room hours per week, with cor- 
responding time for study, covering three terms; or the requirement may 
be met by a course or courses in history, government, economics, philoso- 
phy or modern literature where these courses are so planned as, in the 
opinion of the Educational Director, to accomplish substantially the same 
purpose. 

"The Regional Director may empower colleges to excuse from this 
course: (1) Members of the S. A. T. C. who have had a similar course even 
though not identical in every detail, or (2) Members of the S. A. T. C. 
who have already had at least two years of work of collegiate grade in an 
approved institution and who should be required to concentrate the whole 
of their time on advanced studies." 

TIME 

3. The course on the Issues of the War should occupy three class-room 
hours per week, with appropriate time for study, during nine months. It 

123 



APPENDICES 



should be divided into units of three months each, each self-contained and 
complete as far as it goes, since some of the men may leave college at the 
end of three months and others at the end of six. Suggestions for the mate- 
rial for each of these three units of the course are contained in paragraph 6 
below. 

ORGANIZATION 

4. The Committee recommends that the course on the Issues of the War 
be planned by men representing the points of view of history, government, 
economics, philosophy and modern literature together, with any other depart- 
ments which the head of the institution may wish to associate with them. 
The course may be organized in any department or by any group of men 
whom the head of the institution considers suitable to give it. It is not 
necessary that any particular departments be formally represented in the 
group of men giving the course, but only that these various points of view 
enter into it. This is a war of ideas, and the Committee desires that the 
course should, insofar as the limited time allows, give to the members of the 
Corps some understanding of the view of life and of society which they are 
called upon to defend and of that view against which we are fighting. The 
policy of the Committee is to give each institution entire freedom in working 
out the problem, reserving only the right to approve or disapprove of the 
solution. 

COMBINATION WITH ENGLISH COMPOSITION 

5. The course on the Issues of the War may be combined with the course 
in English Composition in institutions where that is considered feasible. The 
Committee recommends this, but does not wish to make it a requirement. 
In case such combination is made, care should be taken that the various 
points of view mentioned in the foregoing paragraph are represented in the 
work, preferably by calling on men from various other departments to assist 
in planning and in giving the course. It is obvious that written work con- 
nected with the subject-matter here outlined would serve the double pur- 
pose of giving the men training in English Composition and of making them 
think out more carefully the problems of the course on the Issues of the 
War. Suggestions for the type of composition work which should be given 
in this combination course will shortly be issued by the Committee. 

CONTENT 

6. In order to achieve the end which has just been outlined the course 
should cover the events leading up to the outbreak of the war in August, 
1914, the occasion of our entrance into it in 1917, and what, according to 
President Wilson's State Papers, are the necessary conditions for a satisfac- 
tory peace ; the remoter causes as shown by the development of political and 



APPENDIX J 



economic rivalry between European States during the 19th century; and the 
conflicts of points of view as expressed in the governments, philosophies and 
literatures of the various States on both sides of the struggle. 

For the three-part division of the course suggested in paragraph 3 above 
and made necessary by the fact that the soldiers may be called from the col- 
leges into field service at varying times, the Committee suggests that the 
first three months be devoted mainly to the historical and economic causes of 
the war; the second three months to the study of the points of view of the 
various nations engaged, as expressed in their governments and social insti- 
tutions; and the third three months to the study of their points of view as 
expressed in their philosophies and literatures. By some consideration, in 
the second unit of the course, of the philosophy of government underlying 
the institutions of each country, the second term's work may be effectively 
tied up with the work of the third term. This arrangement of the material 
is only suggestive. An alternative arrangement, perhaps harder to admin- 
ister but possessing many advantages, would be to devote the first term to 
the Central Powers, the second term to the Allies, and the third term to the 
United States, considering each group of countries from all the points of view 
mentioned above. In any arrangement of the course it will probably be found 
advisable to begin with some general lectures on geography and on the part 
which the various countries are playing in the war at the present moment. 

The Committee will not issue a hard and fast syllabus for the conduct of 
the course week by week, but will leave it to the various institutions to form 
their own plans and choose their own texts. Student soldiers will be 
required to buy textbooks for use in the work in exactly the same way as 
civilians. Each educational institution is left to decide whether the historical, 
literary, economic and philosophical aspects of the course shall be conducted 
by different men in rotation, or whether the same instructors shall teach all 
parts of it. In any case the best men available in these various fields in each 
institution should be consulted in planning it. 

OPPORTUNITY FOR QUESTIONS 

7. The course should offer abundant opportunity for questions and dis- 
cussion. This opportunity may be obtained either by conducting it in small 
sections of from 25 to 30 men each, or by large lectures with smaller sections 
or individual conferences for fuller discussion. The latter plan would make 
it possible for all the soldiers to have the advantage of hearing the strongest 
lecturers. 

MATERIALS 

8. From its experience in conducting a briefer course of this type in about 
150 Training Detachments of the National Army during the last few months, 



126 APPENDICES 

the Committee has collected certain materials which will be placed at the 
disposal of professors and instructors who are giving the course in units of 
the Students' Army Training Corps. These materials consist of: 

(1) A selection from some thousands of questions on the war asked by 
soldiers in the Training Detachments, representing the doubts and difficulties 
which present themselves to the average man. These questions will be 
printed in pamphlet form, with reference to the sources of information which 
will answer them. This pamphlet will be sent in a few weeks to all instruc- 
tors giving the course. While it would be futile for any instructor to attempt 
to deal with all of these questions in his lectures, it is believed that the study 
of them will give him an idea of the difficulties in the minds of the members 
of his class. 

(2) A brief bibliography of books which have been found useful in giving 
this work and which should be provided in every college library will also be 
sent to each institution about October 1st. 

(3) A selection of the most important publications of the Committee on 
Public Information will be supplied free of charge to instructors in this course 
who send a request to the Committee on Public Information at 10 Jackson 
Place, Washington, D. C. Duplicate copies of these publications will be fur- 
nished free of charge by the Committee on Public Information to institutions 
for the use of soldiers in the Students' Army Training Corps up to the limit 
of the editions available. Institutions are urged not to order a larger number 
of these pamphlets for their libraries than will actually be used. The new 
War Cyclopedia will probably be found especially valuable in this course. 

(4) Copies of the Strategic Map of Central Europe, 60 by 72 inches in 
size, prepared by the War College Division of the General Staff, may be pro- 
cured by educational institutions from the Superintendent of Documents, 
Government Printing Office, Washington, D. C, at 30 cents each. 

(5) A brief list of suggestions for instructors based on the experience of 
the Committee in conducting a course of this type in our Vocational Train- 
ing Detachments will be sent direct from this Committee. Additional sug- 
gestions and materials will be issued to the institutions from time to time. 
ATTITUDE 

9. The aim of the course should be to present facts rather than propa- 
ganda; the method should be that of the teacher rather than of the orator. 
The men who are giving the course should be not merely good lecturers, not 
merely men who have made a special study of the issues of the war, but also 
men who are patient and successful in getting their classes to ask questions. 
The success of the work will depend mainly not on eloquence of presenta- 
tion, or on the completeness of the body of facts, but rather upon making 
these facts answer convincingly the questions in the minds of the soldiers, 



APPENDIX J 127 



even though these questions may seem in some cases trivial or irrelevant. 
The ideal of the work should be to make the issues of the war a living reality 
to each man. Its purpose should be to develop the minds of the men as well 
as to enhance their morale. 

NOMINATION OF INSTRUCTORS 

10. Immediately upon receipt of this letter institutions are asked to report 
to Frank Aydelotte, Director of War Aims Course, 146 Old Land Office 
Building, Washington, D. C, and also to their Regional Director of the Stu- 
dents' Army Training Corps, the name of the professor who will have charge 
of the course, or who will act as chairman of the group of men designated to 
conduct it, and to whom further suggestions may be sent. The professor so 
nominated is asked to send to the Regional Director at his earliest conven- 
ience a brief statement of the character and organization of the course which 
he is planning. In case institutions plan to set up some alternative to the 
course here outlined, it is especially important that the Regional Director 
have notice of this as early as possible in order that he may inspect it and 
determine whether or not it should be approved by the Committee as a sub- 
stitute for this course. 

By order of the Committee, 

GRENVILLE CLARK, 

Lt.-Col. A. G. O., Secretary. 



128 APPENDICES 



Washington, Sept. 18, 1918 

FROM: The Committee on Education and Special Training. 

TO: Professors in charge of course on the Issues of the War. 

SUBJECT: Suggestions for the Organization of the Course. 

NOTE — This Memorandum supplements, but does not supersede Memo- 
randum of September ioth. 

The Committee on Education and Special Training will leave the colleges 
and universities free to organize the required course on the Issues of the War 
in such a way as to make the best use of their own facilities. The sugges-. 
tions contained in this memorandum are made merely as suggestions. Dis- 
trict Educational Directors (formerly called Regional Directors) will approve 
courses which cover effectively the ground outlined in the circular letter of 
September 10th (C. e. 12), whether or not such courses follow exactly the 
outlines here laid down. Detailed communications concerning the course 
should be addressed to the District Educational Directors. 

DISTRIBUTION OF TIME 

1. Where the course on the Issues of the War is conducted with both 
lectures and sections for class discussion, the normal distribution of time 
would be one lecture and two hours each week for discussion in small sec- 
tions. In certain cases two lectures a week may be given, but at least one 
recitation hour per week is essential and two such hours are advisable. The 
entire course may be given in small sections in a perfectly satisfactory 
manner. 

MODIFICATION FOR ENGINEERING SCHOOLS 

2. The Committee has decided, since the Memorandum of September 
10th was issued, to require that schools of engineering and chemistry shall 
give the course on the Issues of the War three class, hours per week for only 
six months instead of nine. Such institutions may confine themselves to the 
material for the first and second terms as outlined, but it would add to the 
value of the course to introduce, wherever possible, references to the political 
philosophy underlying the various governments and to the expression of 
national characteristics in literature. With this modification the regulations 
quoted in the Memorandum of September 10th will hold for engineering 
schools and all other institutions alike. (See also section 6 below.) 

SYLLABI 

3. It is the policy of the Committee not to issue a hard and fast syllabus 
for this course. However, the Committee is sending to the professor in 
charge of the course in each institution a copy of Albert E. McKinley's 



APPENDIX J 



"Collected Materials for the Study of the War," Philadelphia, McKinley Pub- 
lishing Company, 1918, which contains Harding's "Study of the Great War," 
and Hoskin's "Syllabus for a Course of Study on the Preliminaries of the 
Present Conflict." Institutions wishing duplicate copies of this volume must 
order them from the publisher at their own expense. 

If Hoskin's "Preliminaries of the Present Conflict" is made the basis of 
the course, institutions will recognize that much must be omitted, especially 
at the beginning. Only so much of the early history should be included as is 
essential to the understanding of the latter. In whatever form the course is 
organized, the following topics should be discussed in the part devoted to 
history : 

(1) The Geography and Races of Europe with some particular considera- 
tion of the failure of national boundaries, as drawn before 1914, to correspond 
with national feeling (as in France, Italy, Poland, Austria-Hungary, and the 
Balkans). 

(2) The mineral and agricultural resources of the various countries. 

(3) Their systems of transportation. 

(4) Their trade relations with other parts of the world. 

(5) The struggle for colonial expansion. 

(6) The origin of the Prussian State and the German Empire. 

(7) The development of popular government in Great Britain and the 
evolution of the British Empire. 

(8) Recent events such a's the reform in the House of Lords, Irish Home 
Rule, Prussian Electorial Reform, and the status of Alsace-Lorraine in the 
German Empire. 

In general, the emphasis should be placed in the historical part on the 
events of the latter part of the 19th century and the opening of the 20th. A 
few preliminary lectures on the part which each nation has played and is 
playing in the war at present will add to the interest and value of the course. 

Further suggestions for the organization of the material for the second 
and third terms will be sent out later by the Committee. 

TEXT BOOKS AND OTHER MATERIALS 

4. To give the work continuity the systematic study of a text book for 
each term is recommended. Institutions will find it difficult to make library 
work fit into the military program. Particular text books will not be pre- 
scribed by the Committee, but the normal course will use a standard book on 
recent European History for the first term and a standard text book on Gov- 
ernment for the second term. In engineering schools which are giving the 
course for only six months, it may be possible to find a single text book which 
will combine the two elements of History and Government in a satisfactory 



i 3 o APPENDICES 

manner. To this may be added such requirements of outline maps, and so 
on, as individual institutions see fit to make. Student-soldiers will be 
required to buy their text books, outline maps and other course materials in 
exactly the same manner as civilians. 

It is the plan of the committee, during the next few months, to organize 
a collection of literary and philosophical materials for use in the course dur- 
ing the third term. It is hoped that this collection will be edited by private 
individuals and published by a commercial publisher. The policy of the Com- 
mittee in this respect is to encourage any private efforts to provide text 
material for this course, and to allow books so published to be chosen by the 
various institutions, without specifying any standard official book to be 
used in all cases. 

The use of outline maps will be valuable in connection with the study 
of the distribution of races, mineral deposits, systems of transportation, and 
so on. It should not be forgotten that geographical knowledge and ability 
to use maps will prove especially valuable to Army Officers. 

CLASS DISCUSSION 

5. In general, two recitations a week should be devoted to the discussion 
of the material presented in the lectures and the text book. In these discus- 
sions there should be the fullest opportunity for questions from the student. 
Instructors should remember that the aim of the course is not merely to im- 
part knowledge, but also to bring this knowledge home to the mind of each 
individual in such a way as to make the Issues of the War a living reality to 
him. 

COMBINATION WITH ENGLISH COMPOSITION 

6. Many institutions will desire to combine the course on the Issue of the 
War with English Composition and in engineering schools this combination 
is required. In engineering schools the combined War Issues Course and 
English Composition must be kept within the three hours per week prescribed 
as a minimum. In other institutions the combined course may be kept within 
these limits or may occupy four or five hours a week as desired. 

When the War Issues Course is combined with English Composition a 
text book on the fundamentals of English Composition and a dictionary may 
be prescribed in addition to the other books used in the course. When this 
combination is made there should not be more than one lecture per week, with 
one hour for class discussion, and one for the discussion of written work on 
the subject of the course, considered both for its form and its content. Pro- 
fessors in engineering schools should organize the material of the course 
according to the suggestions contained in this Memorandum and the one of 
September 10th, adapting the material to fit into the limits of the time pre- 



APPENDIX J 131 

scribed. They will recognize that the combined course will allow little time 
for formal instruction in Rhetoric. 

The discussion of written work from the point of view of its subject- 
matter as well as from that of its form will make this hour devoted to Com- 
position work reinforce and drive home the points which are made in the 
course. The subject-matter of the course offers ample material for general 
discussions and for active differences of opinion. When a discussion has 
proved to be of vital interest it is an easy matter to get students to write on 
the topic discussed. They then have something to say, and are concerned "that 
what they write shall be written effectively. 

On some occasions it may be worth while to organize the discussion form- 
ally by requiring a "committee report," prepared by two or three students, to 
be presented to the class meeting as a deliberative body with a student chair- 
man and a student secretary. The treaty of Frankfort, for example, would 
serve well as a subject for such a report, and with the facts before them, the 
class would debate the kind of treaty which should be made at the end of the 
present war. Other topics suitable for such treatment will readily be found. 

In recitations it must not be forgotten that the student, as possible officer 
material, needs to learn to speak on his feet, not only without hesitation, but 
with clearness and vigor. He must enunciate distinctly and pronounce his 
words correctly. These things must be insisted upon, whether he is answer- 
ing a question put by the i'nstructor, participating in a class discussion, or 
making an oral report or a short address. To accomplish this end for all stu- 
dents, small sections, 20 to 30 in number, are desirable. 

When the War Issues Course is combined with English Composition the 
students should be required to hand in a written exercise at least once a week. 
The main forms in which he should be trained are correspondence and reports. 
It is best that the practice he receives in reports should be based on his read- 
ing and on the discussions. This will help him in class and prepare hint 
directly for the reports which he will have to write as an officer. Correction 
of the common faults in paragraphing, sentence structure, and the use of 
words, comments upon the logical arrangement of material and upon the 
clearness and accuracy of expression, should be made effectively, without 
being allowed to occupy too large a proportion of the time. 

EXAMINATIONS 

7. Institutions should conduct examinations in the course on the Issues 
of the War exactly as in their other courses. In general, it may be said that 
this course should be given with the same care and thoroughness as any 
other work of collegiate grade. 



I32 APP ENDICES 

RELATIONS TO WAR AIMS COURSE IN TRAINING DETACHMENTS 

8. The course on the Issues of the War outlined for the collegiate section 
of the Students' Army Training Corps is quite distinct from the briefer 
course which has been given during the summer and will continue through 
the winter in the National Army Training Detachments. These Training 
Detachments will, hereafter, be alluded to as the vocational or "B" Section 
of the Students' Army Training Corps. While the same instructors may per- 
fectly well give courses to both the vocational and the collegiate sections of 
the S. A. T. C, it will not be possible to give the same course to the two sec- 
tions bcause of the widely varying conditions of time and the difference in the 
character and preparation of the two groups of men. 

ARMY PAPER WORK 

9. Arrangements will be made by the committee to give the student- 
soldiers a certain amount of drill in Army Paper Work. This is quite distinct 
from English Composition here outlined and has no connection with the 
War Issues Course. The provision for this work will be found in Memoran- 
dum C. a. 4, dated September 13, section 11-A, under the heading "Military 
Law and Practice." It will consist in practice in filling out Army Forms, 
making requisitions, and so on. The Army Paper Work will probably be 
taught by an Army Officer as a laboratory course at a time set apart for that 
purpose. 

Committee on Education and Special Training, 
By Frank Aydelotte, 

Director of War Aims Course. 



Appendix K 

Form Aa 
Washington, Sept. 19, 1918 

MEMORANDUM For Commanding Officers, Students' Army Training 
Corps, and Presidents of Students' Army Training Corps Institutions. 

SUBJECT: Policy as to Teachers Registered under Selective Service Act. 

1. Men heretofore or hereafter classified in Class I Group A and called to 
military service will not be granted furloughs. 

2. Teachers who are essential are eligible to claim deferred classification 
under Section 80, Selective Service Regulations, and they are encouraged to 
do so. Such deferred classification should be claimed for them by the edu- 
cational institutions by which they are employed, in accordance with the 
paragraphs from Section 80, Selective Service Regulations and the circular 
letter from The Provost Marshal General herein enclosed. 

3. Teachers who are denied deferred classification by the district board 
and who are liable to call to military service will be encouraged to request 
voluntary induction in the unit of the S. A. T. C. stationed at the institution 
where such instructors are employed. 

4. In very exceptional cases and upon the recommendation of the Edu- 
cational Department of the Committee teachers who have already been 
drafted and are now at mobilization camps will be transferred back as soldiers 
on active duty to the unit 'of the S. A. T. C. where needed ; provided such 
instructors do not object to return as soldier-instructors, have not been per- 
manently assigned in a capacity wherein their services will be of great value 
to the Army, and have not already been designated to attend Officers' Train- 
ing Schools. 

5. Since the colleges are under contract with the War Department to 
train enlisted men in the U. S. Army, essential teachers are obviously 
engaged in occupations that are strictly "necessary to the maintenance of 
the Military Establishment." It is, therefore, expected that the really 
essential professors and teachers will be granted deferred classification under 
the new law on this account. Heads of institutions should see to it that 
district boards and their industrial advisers are fully informed of all the facts 
in every case. 



By direction of the Committee. 



R. I. REES, Chairman. 
Colonel, General Staff Corps. 



i33 



i 3 4 APPENDICES 

EXTRACTS FROM REVISED SELECTIVE SERVICE 
REGULATIONS 

Bearing on Essential Teachers. 
The Selective Service Regulations as revised to meet the new man- 
power bill contain the following paragraphs (Section 80) : 

"In order to provide for the necessary adjustments between the necessities 
of the Military Establishment and the requirements of the industries, occu- 
pations, and employments, including agriculture, found to be necessary to 
the maintenance of the Military Establishment, the effective operation of 
the military forces and the maintenance of the national interest during the 
emergency, there shall be appointed by each District Board three persons 
to be known as industrial advisers to the District Board." 

"The necessity of not seriously interfering with certain occupations and 
employments, such as financial, commercial, educational, hospital work, care 
of the public health, or with the conduct of certain other activities necessary 
to the public welfare and the prosecution of the war, requires that the Dis- 
trict Board have the co-operation of such advisers so that persons necessary 
in such activities be not removed therefrom. To this end the adviser nomi- 
nated by the District Board should bring to the attention of the District 
Board the questions as to whether or not individuals engaged in some par- 
ticular industry, occupation, or employment are so necessary thereto as to 
outweigh the benefit to the Nation should they be drafted into the Army." 

"It shall be the duty of such advisers to confer with the managers and 
heads of various industries, and those familiar with the needs in occupations 
and employments, including agriculture, and instruct such persons as to 
their right under the Regulations to file a claim for deferred classification in 
respect of any registrant who has failed or refused to file a claim for deferred 
classification in his own behalf or who has waived his claim for deferred 
classification." 



Appendix L 

Washington, Sept. 26, 1918 

FROM: Committee on Education and Special Training. 

TO: The Commanding Officers, Students' Army Training Corps. 

SUBJECT: Observance of October 1, 1918. 

1. Supplementing letter of September 20, 1918, there is inclosed herewith 
a message from the President of the United States. This will be read to the 
men of your command as provided for in paragraph 4 of the above-mentioned 
letter, prior to the messages from the Acting Secretary of War and the Chief 
of Staff already transmitted to you. 

2. In order to make certain that all commanding officers shall receive 
the letter of September 20 and the messages of the Acting Secretary of War 
and the Chief of Staff, copies of these papers are herewith inclosed in addi- 
tion to the message from the President. 

By direction of the Committee : 

R. I. REES, Chairman. 
Colonel, General Staff Corps. 

MESSAGE OF THE PRESIDENT OF THE UNITED STATES 

To be read at Assembly of the 
Students'- Army Training Corps, Oct. 1, 1918 

The step you have taken is a most significant one. By it you have ceased 
to be merely individuals, each seeking to perfect himself to win his own 
place in the world and have become comrades in the common cause of making 
the world a better place to live in. You have joined yourselves with the 
entire manhood of the country and pledged, as did your forefathers, "your 
lives, your fortunes and your sacred honor" to the freedom of humanity. 

The enterprise upon which you have embarked is a hazardous and difficult 
one. This is not a war of words; this is not a scholastic struggle. It is a 
war of ideals, yet fought with all the devices of science and with the power 
of machines. To succeed you must not only be inspired by the ideals for 
which this country stands, but you must also be masters of the technique 
with which the battle is fought. You must not only be thrilled with zeal for 
the common welfare, but you must also be masters of the weapons of today. 

There can be no doubt of the issue. The spirit that is revealed and the 
manner in which America has responded to the call is indomitable. I have 
no doubt that you too will use your utmost strength to maintain that spirit 
and to carry it forward to the final victory that will certainly be ours. 

WOODROW WILSON. 
135 



136 APPENDICES 

Washington, Sept. 23, 1918. 

FROM: Committee on Education and Special Training. 

TO: The Commanding Officers, Students' Army Training Corps. 

SUBJECT: Observance of October 1, 1918. 

1. Supplementing letter of September 20th, 1918, you will find enclosed 

messages from the Acting Secretary of War and the Chief of Staff. These 

will be read to the men of your command as provided for in paragraph 4 of 

the above-mentioned letter. Other such messages may be transmitted later. 

By direction of the Committee. 

R. I. REES, Chairman. 
Colonel, General Staff Corps. 

Aa 3 

MESSAGE OF HON. BENEDICT CROWELL 

Acting Secretary of War 

To be read at First Assembly of the 

Students' Army Training Corps, Oct. 1, 1918 

As college students you are accustomed to contests of physical force. 
You are familiar with the tedious training and self-sacrificing discipline that 
are required to develop a team that can win the game. You know that the 
contest is won by team work, push, enthusiastic co-operation with one 
another and co-ordination of every individual talent to the single purpose 
of common success. 

In the military struggle in which you are about to enter, the same con- 
ditions prevail. In order to succeed many weeks of thorough going training 
and drill are essential to develop the co-ordination of skill and imagination 
that is essential to achieving the vast and vital end to which the country has 
pledged its every effort. The fighting machine will come into effective 
working order more rapidly in proportion as each individual in it devotes 
his full attention to the particular service for which he is best qualified. In 
entering upon this training as student soldiers you have the opportunity of 
developing your abilities to the point where they will be most effective in 
the common struggle. I am sure that you will do this in the same spirit and 
with the same enthusiasm that you have always exhibited in the lesser 
struggles to which you have been accustomed to devote your energies. I 
am sure that you will rise to this opportunity and show that America, the 
home of the pioneer, the inventor and the master of machines, is ready and 
able to turn its every energy to the construction of an all-powerful military 
machine, which will prove as effective in liberating men as have the reaper, 
the aeroplane and the telephone. 



APPENDIX L 



MESSAGE OF GENERAL MARCH, CHIEF OF STAFF 

To be Read at First Assembly of the 

Students' Army Training Corps, Oct. 1, 1918 

The Students' Army Training Corps has been organized to assist in 

training a body of men from whom the United States will draw officer 

material in large numbers. The need for these officers is one of the most 

imperative connected with our large Army program, and patriotic young 

men will be given an opportunity to acquire this training with the knowledge 

that they will thus be enabled to better serve their country in the great drive 

which is to come. Superior leadership spells success in war, and it is the 

duty of every member of the Student Officers' Training Corps to do his 

utmost to qualify as a leader of men. 

PEYTON C. MARCH, 
General, Chief of Staff, United States Army. 

Washington, Sept. 20, 1918. 

FROM: The Committee on Education and Special Training. 

TO: The Commanding Officers, Students' Army Training Corps. 

SUBJECT: Observance of October 1, 1918. 

1. This day has a peculiar significance for more than five hundred col- 
leges and universities throughout the United States. It will witness the 
organization of a unique and powerful force of fighting men— the Students' 
Army Training Corps. The patriotism of American educational institutions 
is demonstrated to the world by the generous and splendid way in which they 
have rallied to the support of this far-reaching plan to supply the American 
armies with officer material and trained specialists of all descriptions. 

2. It is most fitting that this day, which will be remembered in American 
history, should be observed in a manner appropriate to its significance and 
to the high aims and ideals of the Students' Army Training Corps. You 
are, therefore, directed to confer with the president of the institution where 
you are assigned, and with his co-operation and that of your officers you 
will arrange a program for the proper observance of this day when over one 
hundred and fifty thousand college students volunteer for service in the Army 
of the United States, pledging their manhood and their lives to the honor 
and defense of their country. 

3. The Students' Army Training Corps, both Vocational and Collegiate 
Sections, will be assembled simultaneously throughout the nation on 
October 1st, 1918 at 12 noon, Eastern Time; 11 A. M. Central Time; 10 A. 
M. Mountain Time, and 9 A. M. Pacific Time. All units of the Corps will 
be assembled promptly at the hour directed for the time zone in which each 
unit is located, as it is desired that the assemblies be simultaneous. It is 



138 APPENDICES 

appreciated that many of the men will not be then formally inducted and 
only a small proportion uniformed. This will not affect the program, the 
intention being to assemble those who have indicated their intention to 
enter the corps, whether or not yet inducted. 

4. No detailed program for the appropriate observance of the day will 
be directed, but it is desired that the following general plan be complied with : 

Assemble the command on the campus, where the American Flag 
will be raised. If no band be available to play "The Star Spangled 
Banner" while the flag is being raised, provide a bugler to sound "To 
the Colors." 

Read the oath of allegiance to the flag, to be repeated in unison by 
the entire command after the officer. The oath is as follows : "I pledge 
allegiance to my flag and the Republic for which it stands; one nation, 
indivisible with Liberty and Justice for all." The Commanding Officer 
or the Adjutant will read the Order of the Day, attached hereto and any 
message which may be transmitted by the Secretary of War or other 
Federal official. 

Brief addresses may be made by the president of the institution and 
by other prominent men. 

The command will pass in review if a parade ground be available and 
the men have been sufficiently drilled. 

During the oath of allegiance to the flag, the reading of the Order of 
the Day and any messages from members of the Federal Administration 
the Command will stand at attention. During the remainder of the 
program they will stand at ease. 

The Commanding Officer may direct such other observances as are 
in keeping with the spirit of the day. 

5. Newspapers in your community may be supplied with information 
regarding the proposed exercises and moving pictures and photographs will 
be permitted. It is also desired that newspaper clippings giving accounts 
of the observance of the day at your institution and pictures be transmitted 
to the Committee, addressed to the Executive Secretary, Room 595, State 
War and Navy Building, Washington, D. C. 

6. As of October 1st, 1918, the United States Army Training Detach- 
ments established at educational institutions by the Committee on Educa- 
tion and Special Training are merged with the Students' Army Training 
Corps as Section B thereof. 

By direction of the committee. R. I. REES, Chairman. 

Colonel, General Staff Corps. 



APPENDIX L 



WAR DEPARTMENT 

Washington, D. C, October 1, 1918. 
GENERAL ORDERS OF THE DAY 

1. This day has a peculiar significance for more than five hundred col- 
leges and universities throughout the United States. It is witnessing the 
organization of a new and powerful instrument for the winning of the war — 
the Students' Army Training Corps. The patriotism of American educa- 
tional institutions is demonstrated to the world by the effective and convinc- 
ing manner in which they are supporting this far-reaching plan to hasten the 
mobilization and training of the armies of the United States. 

2. It is most fitting that this day, which will be remembered in American 
history, should be observed in a manner appropriate to its significance, and to 
the important aims and purposes of the Students' Army Training Corps. Each 
commanding officer of a unit of the Students' Army Training Corps, will, 
therefore, with the co-operation of the president and faculty of the institution 
where his command is stationed, arrange a program for the proper observance 
of this day, when more than one hundred and fifty thousand American Col- 
lege students offer "themselves for induction in the Students' Army Training 
Corps, pledging themselves to the honor and defense of their country. 

3. This Corps is organized by direction of the President of the United 
States under authority of the following general orders : 

General Orders, Washington, August 24, 1918. 

No. 79. 
Under the authority conferred by Sections 1, 2, 8 and 9 of the Act of Con- 
gress "authorizing the President to increase temporarily the military estab- 
lishing of the United States" approved May 18, 1917, the President directs 
that for the period of the existing emergency there shall be raised and main- 
tained by voluntary induction and draft, a Students' Army Training Corps. 
Units of this corps will be authorized by the Secretary of War at educational 
institutions that meet the requirements laid down in Special Regulations. 
MS 235c 

4. The United States Army Training Detachments established at educa- 
tional institutions by the Committee on Education and Special Training are 
this day merged with the Students' Army Training Corps. For purposes of 
administration only, the Corps has been divided into the Collegiate Section 
and the Vocational Section. There is no distinction between soldiers of 
these sections. All are soldiers, and their identity is merged in the United 
States Army. All have equal opportunities to win promotion, each soldier's 
progress depending entirely upon his own individual industry and ability. 

5. Orders have been issued whereby assemblies of all units of the Corps 
are being held simultaneously at more than five hundred colleges and 



APPENDICES 



universities. At this moment, over one hundred and fifty thousand of your 
comrades throughout the nation are standing at attention in recognition of 
their new duties as soldiers of the United States. 

6. Soldiers of the Students' Army Training Corps: All of the forces of 
the nation are now being concentrated on the winning of the war. In this 
great task you are now called to take your proper place. The part which 
you will play, as members of this Corps, will contribute definitely and in a 
vital manner to the triumph of our cause. Your opportunities are ex- 
ceptional and your responsibilities correspondingly great. Honor and the 
privilege of National service lie before you. Grasp your opportunity. Strive 
for the common goal. Win the war. 

By direction of the Committee on Education and Special Training. 

R. I. REES, Chairman. 
Colonel, General Staff Corps. 



Appendix M 

Washington, Nov. 5, 1918 

TO: Commanding Officer*, District Inspecting Officers, District Educational Directors, 
and Heads of S. A. T. C. Institutions. 

1. Reports from many institutions at which units of the Students' Army 
Training Corps (Collegiate Section) have been established indicate that the 
academic work thus far done by the men is not satisfactory. This has been 
due in part to the inevitable difficulty attending the period of organization, 
and to the interruption caused by the influenza epidemic. But it has also 
resulted in part from the practice of detailing men to military duties which 
conflict with their academic programs, and to the prevalence of the idea that 
academic grades will count for relatively little in the selection of men for 
Officers' Training Camps. 

2. Commanding Officers are, therefore, directed that they should con- 
sult frequently with the authorities of the institution regarding the schedule 
and should make every possible provision for the requirements of academic 
study. The administration memoranda issued to Commanding Officers by 
the Committee leave a wide margin for such adjustments and concessions 
as may best meet local conditions ; thus, morning drill is not prescribed, and 
provided afternoon drill proves more consistent with the effectiveness of the 
program, this arrangement should be adopted. 

3. Commanding Officers are further directed to reduce to a minimum 
such detail of individual soldiers as interferes with their academic studies. 
Since institutions are under contract to provide subsistence, Commanding 
Officers will not detail men as kitchen police, except in special emergencies. 
Guard duty will be arranged by roster, and will be adjusted as far as possible 
to academic engagements. If practicable, such guard duty should be dis- 
pensed with altogether; or if assigned for purposes of instruction, should be 
taken from the time allotted to military training. Plans have now been 
matured by which special men shall be selected and trained exclusively for 
clerical duties, which will in time make it unnecessary that student-soldiers 
should be detailed for this purpose. Commanding Officers are further 
directed to keep an exact record of each detail involving conflict with 
academic exercises, indicating the men and amount of time involved. A 
summary of this record will be embodied in Section Ba of the bi-weekly re- 
port; and a special report on serious cases of conflict will be made to the 
District Inspecting Officer for adjustment. Whenever important military 
duties require that soldiers be withdrawn from any stated exercise, the in- 
structor in charge of such exercise shall be notified in advance, and full 
explanation shall be given the academic authorities. 

4. The attention of Commanding Officers is called to paragraph twenty- 
four of Special Regulations (Aa-1), providing in certain cases for a re- 



I4 2 APPENDICES 

duction of the hours of military instruction to six hours per week. Com- 
manding Officers will be governed by the provisions of these Regulations 
and will also familiarize themselves with the Educational Bulletins (Cb), 
and give what co-operation may be necessary for the carrying out of the 
programs of study therein prescribed. 

5. Commanding Officers will use every possible means of cultivating 
among the men a respect for their academic studies. If the men exhibit a 
spirit of indifference or neglect, this may be regarded as evidence of low 
morale, and Commanding Officers will use every possible means to correct it. 
In this connection, attention is called to paragraphs 19 and 20 of Special 
Regulations (Aa-1). In keeping with these regulations, all officers should 
avoid remarks tending to create in their men the impression that academic 
work is comparatively unimportant, and all conduct conspicuously at 
variance with the established usages of the academic community. 

6. A plan for the future selection of men for Officers' Training Camps 
has been prepared and will shortly be issued. This plan provides that all 
men shall be rated for (1) Intelligence as indicated by Academic record (35), 
(2) Character (25), (3) Military ability (20), (4) Physical and Athletic 
ability (20). From these ratings an eligible list will be created, and no men 
will be considered as officer candidates who fall below a certain place on this 
list. The importance of impressing upon men the need for strict attention 
to their studies is therefore self-evident. 

7. Commanding Officers are responsible for the regular and punctual 
attendance of their men at all regular academic exercises forming parts of 
the program to which they are assigned. 

Committee on Education and Special Training. 

ROBERT I. REES, Chairman. 
Brigadier General U. S. A. General Staff. 



Appendix N 

November 23, 1918. 
MEMORANDUM FOR THE ADJUTANT GENERAL OF THE ARMY 

SUBJECT : Demobilization of the Students' Army Training Corps. 

1. The Secretary of War directs that all Section A (collegiate section) 
units of the Students' Army Training Corps be demobilized as soon as prac- 
ticable and the men discharged. 

2. Arrangements for such demobilization and discharge will be made by 
the Committee on Education and Special Training, which will submit the 
necessary orders for approval by the Director of Operations. 

3. In all cases of discontinued units equitable financial adjustment under 
contracts made by the War Department with the institutions, will be 
negotiated and made by the Committee on Education and Special Training. 

4. In announcing the demobilization of the Students' Army Training 
Corps (Section A) institutions not already having units of the Reserve 
Officers' Training Corps will be invited to file applications for such units, 
and provision will be made for continuing and developing the Reserve 
Officers' Training Corps system in lieu of the Students' Army Training Corps. 

5. The Committee on Education and Special Training will be informed 
accordingly and instructed to take the necessary action to carry out the above 
directions. 

(Signed) HENRY JERVEY, 

Major General U. S. A., 
Assistant to the Chief of Staff, Director of Operations. 
Approved 

by order of the Secretary of War. 
(Signed) MARCH, 

General, Chief of Staff. 



APPENDICES 



Washington, November 26, 1918. 

FROM: Committee on Education and Special Training. 

TO: President* of Institutions Maintaining Units of Reserve Officers' Training 

Corps in the Year 1917-18. 

SUBJECT : Re-establishment of Units of the Reserve Officers' Training Corps January 
1, 1919. 

1. As announced in our letter of November 26, the Students' Army 
Training Corps will be demobilized at the earliest practicable date — if pos- 
sible, not later than December 21, 1918. 

2. In our letter of August 5, 1918, in which it was proposed that insti- 
tutions having Reserve Officers' Training Corps should, for the period of 
the war, conduct their military instruction under the regulations of the Stu- 
dents' Army Training Corps, it was stated that "such a course of action 
would in no way prejudice the right of any institution having a unit of the 
Reserve Officers' Training Corps to resume its Reserve Officers' Training 
Corps unit after the war, or the right of any institution having a Reserve 
Officers' Training Corps application now pending to have a unit established 
after the war." 

3. In order that the Committee may immediately be in possession of 
such information as is necessary for the re-establishment of the Reserve 
Officers' Training Corps, you are requested to fill out and return the enclosed 
questionnaire at the earliest possible date. 

Committee on Education and Special Training, 
R. I. REES, Chairman. 
Brigadier General, U. S. A., General Staff Corps. 



LBN '19 



